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LIBRARY 

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(J^_A^c)^    <)  y^-JJ^^  • 


COMPLETE 
ENGLISH   GRAMMAR 


FOR 


COMMON  AND  HIGH  SCHOOLS 


BY 


E.   J.   HOENSHEL,    A.M. 

LATE  PRESIDENT   OF   KANSAS   NORMAL   COLLEGE,    AND 
AUTHOR   OF   "PRACTICAL   LESSONS    IN    ENGLISH" 


o>Hc 


NEW  YORK  •:•  CINCINNATI  •:•  CHICAGO 

AMERICAN    BOOK    COMPANY 


ftWXfSYCH 

j3C/3Ck 


0  o,n) 


Copyright,  1895,  1897,  1907, 
By  E.   J.    HOENSHEL. 

HOBNSHEL  ENG.   GRAM. 
E  -  P       8 


H  [.  u 

PREFACE 

This  text-book  of  grammar  has  been  thoroughly 
revised  and  entirely  reset  in  new  type.  It  forms  a 
complete  book,  containing  in  one  volume  the  work 
usually  found  in  books  on  language  lessons  and  English 
grammar. 

The  book  is  divided  into  four  parts,  each  of  which  is 
a  course  by  itself.  The  first  three  parts  treat  of  the 
same  subjects,  but  each  gives  a  more  comprehensive 
treatment  than  the  preceding.  The  work  of  the  ordi- 
nary school  is  completed  in  Part  Three.  Part  Four  deals 
only  with  the  most  difficult  topics  and  those  about  which 
authors  do  not  agree. 

The  author  has  no  sympathy  with  the  notion  that 
technical  terms  in  grammar  should  not  be  used  until  the 
pupil  has  reached  the  upper  grades.  He  can  see  no 
reason  why  children  cannot  learn  and  understand  the 
terms  7to?in  and  verd,  for  instance,  as  easily  as  name- 
word  and  action-word.  Therefore,  technical  work  will 
be  found  in  Part  One,  gradually  becoming  more  diffi- 
cult as  the  pupil  advances,  until  in  Part  Four  will  be 
found  about  all  the  technical  work  required  for  any 
examination. 

3 

7297 


4  PREFACE 

It  is  believed  that  pupils  should  begin  this  book  about 
the  beginning  of  the  Fifth  Grade.  During  the  first 
four  years,  the  work  in  language  may  be  combined 
with  the  work  in  other  studies,  or  it  may  be  given  in 
special  oral  lessons. 

The  distinguishing  characteristics  of  the  book  are :  — 

1.  The  division  into  four  parts,  or  courses. 

2.  The  combination  of  language  lessons  and 
grammar. 

3.  The  careful  development  of  definitions  and 
statements. 

4.  The  use  of  brief  and  terse  language  in  definitions 
and  rules. 

5.  The  logical  models  for  analysis  and  parsing. 

6.  The  simplest  and  most  comprehensive  system  of 
diagram  known. 


SUGGESTIONS    TO    TEACHERS 

This  book  combines  both  the  practical  and  the 
theoretical.  To  be  in  harmony  with  its  spirit,  much 
writing  will  be  required  of  the  pupil. 

But  few  subjects  and  outlines  for  composition  work 
are  given.  It  is  believed  that  each  teacher  can  select 
topics  better  suited  to  the  capacity  and  surroundings 
of  his  pupils  than  the  topics  selected  by  any  author. 

Letter-writing  should  be  introduced  early  in  the 
course,  and  should  be  continued  until  the  pupil  can 
write  a  neat  and  correct  letter. 

It  will  be  noticed  that  the  pupil  is  required  to  write 
sentences  illustrating  many  of  the  definitions  and  prin- 
ciples given.  This  part  of  the  work  should  not  be 
omitted.  It  should  be  increased  rather  than  dimin- 
ished. These  illustrative  sentences  written  by  the 
pupils  may  be  used  for  additional  work  in  analysis  and 
parsing,  if  the  teacher  thinks  those  given  in  the  book 
are  not  sufficient. 

The  book  is  divided  into  lessons,  but  many  of  these 
lessons  contain  material  sufficient  for  two  or  three 
recitations. 

The  models   for   parsing  should    not    be   neglected. 

5 


6  SUGGESTIONS   TO   TEACHERS 

Long  experience  in  schools  of  various  grades  has  con- 
vinced the  author  that  parsing  pays  when  it  is  well 
done,  and  that  there  cannot  be  good  parsing  unless  a 
definite  and  logical  order  is  used. 

Attention  is  called  to  the  diagrams.  The  system  is 
simple,  yet  comprehensive.  It  comes  nearer  indicating 
the  part  of  speech  of  every  word  than  any  other  system 
known  to  the  author.  The  aim  should  be,  not  to  dia- 
gram the  sentence,  but  to  analyze  it.  The  diagram  is 
only  an  aid  to  analysis. 

The  pupil  that  has  mastered  the  first  three  parts  of 
this  book  will  have  a  fair  knowledge  of  grammar.  Part 
Four  is  intended  only  for  advanced  students. 


CONTENTS 

PART  ONE 

PAGES 

Suggestions  to  Teachers 5 

Index II 

Nouns 21,22 

Names  and  Initials 22,  23 

Name  and  Address       .         . 24, 25 

Statements  with  Is,  Are,  Was,  and  Were     .         .         .         .  25,  26 

Nouns  Meaning  More  than  One 27 

Review         . 28 

Have  and  Has 29,  30 

Review 3° 

Months  and  Days 3^ 

Review 32?  33 

Dogs  (essay) 33 

Abbreviations 34 

The  Question 35 

Nouns,  Proper  and  Common 3^ 

Punctuation 37 

Review •         •  37>  3^ 

The  Cat  (essay) 3^ 

The  Verb 39-41 

The  Command 4^ 

Sentences  —  Declarative,  Interrogative,  Imperative       .         .  42 

Review,  and  Essay       . •  42 

Punctuation 43 

The  Adjective 44 

Punctuation 45?  4^ 

Skating,  and  Riding  a  Bicycle  (essay)          ....  46 

Review 46,47 

Subject  and  Predicate 48>49 

The  Schoolroom  (essay) 5° 

The  Object SO,  s^ 

The  Sentence  (essay) 5^ 

The  Verb 52 

Review 53 

7 


CONTENTS 


The  Pronoun    . 54 

The  Adverb .         •  55. 56 

Review     . •  5^ 

The  Phrase 57 

Review 5^ 

The  Preposition 59 

The  Conjunction       ........  60 

The  Interjection 61 

Quotation          .........  62 

Review.  —  Essay  (The  Cow) 63-65 

Diagrams 65,66 

City  or  Country  (essay)    . 67 


PART   TWO 

Classes  of  Nouns 

Capitals  and  Punctuation 

Gender     . 

Person 

Number    . 

Review     . 

The  Nominative  and  Objective  Case 

The  Possessive  Case 

Review     . 

Classes  of  Phrases    . 

Parsing     . 

The  Noun  (essay)    . 

Classes  of  Pronouns 

Correct  Forms  of  Pronouns 

Parsing     . 

Review     . 

The  Pronoun  (essay) 

Capitals  and  Punctuation 

Classes  of  Adjectives 

Rules  for  Comparison 

Review 

Classes  of  Verbs 

Voice 

Mode 

Review     . 

Tense 

Person  and  Number  of  Verbs  —  The  Infinitive 


68, 

69 

69- 

-71 

71- 

-73 

73 

74 

75 

-78 

78 

79 

80 

80,81 

82 

-84 

84 

85 

,86 

87 

87 

-90 

91 

,92 

92 

.93 

93.94 

94 

95 

96- 

100 

100 

lOI, 

102 

103- 

106 

106, 

107 

108, 

109 

no 

III- 

113 

113. 

114 

CONTENTS  9 

PAGES 

Verbs  —  Parsing 114^115 

Review 11 5-1 18 

The  Verb  (essay) "8 

Corn  (essay) 1^8 

Classes  and  Comparison  of  Adverbs          ....  1 19-122 

The  Preposition 122,  123 

Review     .         .         . 123,  124 

The  Conjunction  and  the  Interjection        ....  125 

Review. — Analysis  and  Parsing.  —  Diagraming        .         .  126-129 

Grammar  (essay) 129 

PART   THREE 

Classes  of  Sentences 130-132 

The  Adjective  Clause 132-134 

The  Adverb  Clause 134-136 

Analysis 136 

The  Noun  Clause 1 37-139 

The  Compound  Sentence 14° 

Classes  of  Phrases 141,142 

The  Noun 143-^45 

Person  and  Number 146-148 

Case 148-151 

Apposition. — Review 15^-^54 

The  Possessive  Case 154-^57 

The  Pronoun 157-167 

The  Adjective 168-174 

Review 175 

The  Verb i75-i79 

Voice       .         .         .         .         • 179-181 

Mode 182,  183 

^Tense,  Person,  and  Number 183-185 

Verb  and  Subject 185-188 

Some  Special  Verbs 188-191 

Conjugation 191-198 

Review ^99 

The  Infinitive 200-204 

The  Participle 204-209 

Review 209-211 

The  Adverb 211-216 

The  Preposition 216-218 

The  Conjunction 218,219 


10 


CONTENTS 


PAGES 

Correlatives 220-222 

Interjections 222 

Review 223-225 

Words  as  DiiTerent  Parts  of  Speech 226,  227 

Punctuation 227-229 

Review 229-231 


PART  FOUR 

Varieties  of  Compound  Sentences  as  to  Form 
Varieties  of  Complex  Sentences  as  to  Form 
Varieties  of  Dependent  Clauses 
Phrases  Classified     .... 

Peculiarities  of  Gender  and  Number 

Cases  after  Intransitive  and  Passive  Verbs 

Difficult  Case  Constructions 

Peculiar  Possessives 

Verbs  with  Two  Objects  . 

Outline  of  Noun        .... 

Sixteen  Different  Constructions  of  the  Noun 

Possessive  Pronouns 

Restrictive  Clauses   .... 

Use  of  That      ...... 

As  and  But  as  Relative  Pronouns     . 
Compound  Relatives 
Agreement  of  Pronouns  with  Antecedent 
Analysis  and  Parsing 

Adjectives 

Correcting  and  Parsing     . 

Verbs 

Shall,  Will',  Should,  Woidd    . 

Subjunctive  Mode     .... 

Agreement  of  Verb  with  Subject 

Infinitives  and  Participles 

Outline  of  Verb         .... 

Modal  Adverbs  Classified 

Conjunctive  Adverbs 

Improper  Omission  of  Prepositions  . 

Uses  of  As,  Than,  and  Or 

Difficult  Sentences  Analyzed  and  Parsed 

Analysis  and  Parsing 

Composition     ,         .         .         .         - 


232 

233 
234,  235 
235^  236 
236-239 

239,  240 

240,  241 

241,  242 
242-244 

245 

246 

248 

249 

249 

250,251 

251,252 

253,  254 

255-257 

258-260 

261 

262-276 

265-267 

267,  268 

269-271 

272-274 

274,  275 

276 

276,  277 

279 

279-281 

282, 283 

283-288 

289-291 


INDEX 


Aj  as  a  preposition 
Abbreviations 
Abstract  nouns 
Active  voice  . 
Adjective  clauses 

Phrases 

Pronouns    . 
Adjectives 

Classes  of  . 

Comparison  of 

Definitive   . 

Descriptive 

Interrogative 

Modifying  another 

Numeral 

Parsing  of  . 

Predicate    . 

Pronominal 

Proper 
Adverb  clauses 

Phrases 
Adverbs 

Classes  of  . 

Comparison  of 

Conjunctive 

Interrogative 

Modal 

Parsing  of 

Phrase 

Relative 

Simple 
Agreement  —  Pronoun 

Verb  with  subject 
Among  and  between 


adjecti 


with 


44,  45 


55 


96 


119 


antecedent 


lOI, 


84, 
168- 


113,  114,  148, 


PAGES 
242,    280 

34,     70 

68,  144 

06,  107,  180 

133'  134 
22,  141,  281 
88,  89,  158 
175,  258-260 
96,  168 
97-99,  169,  170 
96,  168 
96,  168 
164 
258 
168 

45,  100 
66 

158 

96,  168 

36,  234 

22,  141 

15,  276,  277 

19,  211,  212 

19,  120,  212 

211,  276 
211 

212,  276 
121 
213 
277 
211 

91,  158,  253 

85,  269,  270 

217 


211 


134 
84, 


12 


INDEX 


PAGES 

Analysis 126,  136 

Antecedents 

.        .          87,  157 

Agreement  of  pronouns  with 

91 

Appositive  adjectives 

172 

Clauses       ....        0 

152 

Appositives,  cases  of      .         .        . 

151,  152 

Articles 

100,  168,  258 

As,  conjunctive  adverb  . 

.        .        .        278 

Preposition         .... 

279 

Relative  pronoun 

250 

Attribute  complement    . 

.80,  138,  281 

Objective 

150 

Auxiliary  verbs       .... 

.        .        .        176 

Be,  auxiliary  in  passive  voice 

180 

Conjugation  of   . 

191-194 

Followed  by  objective 

150,  239 

Between  and  among 

217 

But,  as  relative  pronoun 

251 

Capitals           ....       2 

2,  23 

26, 

31,  36,  41,  62,  69,    95 

Can  and  May 

117 

Cardinal  numbers  . 

168 

Case 

.      7< 

^-82,  148-157,  241-244 

Absolute     .... 

240 

After  intransitive  verbs 

148,  149,  150,  239 

After  interjections 

244 

Factitive  object  . 

243 

Nominative 

79,  148,  149,  240 

Objective    .... 

79,  149,  150,  242-244 

Possessive  .... 

.    80,  81,  i54-i57»  241,  242 

Two  objects 

242,  243 

Christian  names     . 

23 

Clauses,  adjective  . 

133,  134 

Adverb        .... 

134-136,  234 

Dependent 

131,  132,  233,  234 

Independent 

131 

Noun 

133.  137-139 

Principal     .... 

131 

Restrictive  and  non-restrictive 

.           .           .           133;   249 

Subordinate 

131, 233, 234 

Collective  nouns     . 

.         .          68,  143 

Comma,  use  of        .        24,  yj,  41,  43,  45,  62, 

133'  I35»  138,  149,  292 

Command       .... 

41 

INDEX 


Common  gender 

Common  nouns 

Comparative  degree  of  adjectives 

Of  adverbs  . 
Comparison  of  adjectives 

Of  adverbs 
Complements  of  incomplete  verbs 
Of  passive  verbs 
Of  transitive  verbs  (active) 
Complete  verbs 
Complex  phrases 

Sentences    . 
Composition   . 

Compound  personal  pronouns 
Phrases 
Predicates  . 
Propositions 
Relative  pronouns 
Sentences  . 
Subjects 
Verbs 
Concessive  clauses 
Conditional  clauses 
Conjugation    . 
Oibe 
Of  love 

Emphatic  form  of 
Progressive  form  of 
Conjunctive  adverbs 
Conjunctions  . 
Classes  of  . 
Coordinate . 
Subordinate 
Copulative  verbs 
Correlatives,  uses  of 
Declarative  sentences     . 
Declension  of  pronouns 
Defective  verbs 
Definitive  adjectives 
Demonstrative  pronouns 
Dependent  clauses 
Descriptive  adjectives     . 


. 

72,  144 

• 

36,  68,  143 

97,  169-174 

119,  120 

97- 

J 

100,  169-174 

19,  120,  212 

262,  263 

239,  262 

262 

262 

235 

131- 

139'  233-235 

289-291 

88,  157 

.    236 

131 

123,  216,  279 

157,  250-252 

140,  232 

131 
216,  262 

135 

135 

191-198 

191-193 

194-198 

.    .    198 

.    .    198 

211,  276 

*6o, 

125,  218,  219 

218,  219 

218,  219 

219 

262 

220-222 

.42,  130 

.87,  158,  159 

.   .    176 

.   .96,  168 

.   .    158 

131^  132, 

233,  234,  277 

. 

.   .96,168 

14 


INDEX 


Diagrams 


65,  66,  83,  86,    128,  134,    135,    136, 


61, 


72, 


145' 


140,  142,  150,  151,  152,  159,  174,  203, 
210,  221,  225,  230,  233,  247,  255, 
Difficult  sentences  analyzed  and  parsed 
Diminutive  nouns 
Double  relative 
Each  other 

Emphatic  form  of  verb 
Exclamation  . 
Exclamation  point 
Exclamatory  sentences 
Expletive 
Factitive  object 
Feminine  gender    . 
Fewer  and  less 
Finite  verb     . 
Future-perfect  tense 
Future  tense  . 
Gender 71 

Common     . 

Feminine    . 

Masculine  . 

Neuter 
Gerunds 

Homonyms    ....         32,  34,  46, 
Imperative  mode     . 

In  first  and  third  persons 

Sentences  . 
Imperfect  tense 
Impersonal  verbs    . 
Improper  omission  of  prepositions 
/;/  and  into     . 
Incomplete  verbs    . 
Indefinite  pronouns 
Indicative  mode 
Infinitives 

As  adjective 

As  adverb  . 

As  noun 

Parsing  of 

Subject  of 
Initials    . 


49? 


44. 


72, 


50, 


114, 


PAGES 

138,     139 

207,     208 

275,     278 

282-285 

144 

157 

284 

198 

222 
223 
130 
124 
243 
145 


125, 

222, 


7h  H4, 


260 
176,  263 


144; 

60,  74. 


184 

183 
237 
144 
144 
144 
237 
273 

77,   78 

09,  182 

263 


112. 

103 
236: 

72; 
71 
71 
236; 


42, 


08, 

-204, 

200 

201, 

200, 
150, 


130 
263 
176 
279 
217 
262, 
158 
182 
272 
-201 
202 
201 
202 
272 
23 


INDEX 


15 


Inseparable  phrases 

PAGES 
.                236 

Interjections 

'61, 

125,    222 

Interrogation  point 

35 

Interrogative  adverbs 

211 

Adjectives 

.             164 

Pronouns 

88, 

158,    252 

Sentences 

42,    130 

Intransitive  verbs 

105,    176 

Have  no  passive 

180 

May  have  objective  case  after  them 

150.    239 

Irregular  verbs     .                  .... 

104, 

176,    129 

Learn  and  teach 

117 

Less  2ir\6.  fewer 

260 

Like,  uses  of        .....         . 

260 

Many  a,  parsed  together      .... 

260 

Masculine  gender          ..... 

71, 

144,    145 

Material  nouns     ...... 

144 

May  and  can 

117 

Members  of  compound  sentences 

232 

Modal  adverbs 

212,    276 

Mode 108-110, 

182,  183, 

267,    268 

Imperative        ...... 

109,    182 

In  first  or  third  person  .... 

.            263 

Indicative          ...... 

108,    182 

Potential 

109,    182 

Subjunctive       ...... 

.         *i82, 

267,    268 

More  and  7nost,  in  comparison 

•  97,  169, 

258,    259 

Multiplicatives      ...... 

168 

Name  and  address 

24 

Names 

.      21-23 

Christian 

23 

Surname            ...... 

22 

Need,  does  not  add  s  in  negative  sentences  . 

270 

Neuter  gender      ....... 

72,  144, 

236,    237 

Verbs 

.             176 

No,  yes         ....... 

277 

Nominative  case  .         . 

79. 

148,    149 

Absolute 

240,    241 

By  direct  address 

240,    241 

By  exclamation         ...... 

240,    241 

By  pleonasm     ....... 

240,    241 

By  subscription 

240,    241 

i6 


INDEX 


Non-restrictive  clauses 
Noun  clauses 
Noun  phrases 
Nouns 

Abstract  . 

Collective 

Common  . 

Diminutive 

Material  . 

Parsing  of 

Participial 

Proper      . 

Verbal      . 
Number  of  nouns  and  pronouns 

Of  verbs  . 
Numeral  adjectives 

Classes  of 
Object,  factitive   . 

Of  passive  verb 

Of  preposition  . 

Of  verb     . 
Objective  attribute 
Objective  case 

After  interjections 

After  intransitive  verbs 

Subject  of  infinitive  . 

Without  a  governing  word 
Or^  sometimes  not  a  connective 
Ordinals       .... 
Ought,  not  used  with  auxiliaries 
Parsing  of  adjectives 

Of  adverbs 

Of  infinitives    . 

Of  nouns 

Of  participles    . 

Of  pronouns 

Of  verbs  . 
Participles 

As  adjectives    . 

As  adverbs 

As  nouns 

In  passive  voice  of  verb 


22,   68 


27,  75-78 


59: 
149: 


79; 


103 


104, 


143 


PAGES 

133'  249 

133.  137-139 

141 

157,  236-248 

.  68,  144 

•  68,  143 

36,  68,  143 

144 

144 

.  85,     86 

144 

36,  68,  143 

144 

146-148,  237-238 
84,  185,  269,  270 
168 
168 
243 
243 
122,  149,  216 
50,  79,  149 
150,  243 
239,  242-244 
244 
150,  239 
150 
149,  242 
280,  281 
168 
190 
100 
121 
200,  201 
85,  86 
205 

.   92,  93 
114,  115 

204-210,  272,  273 

205,  206,  273 

272,  273 

206,  273 

180 


79. 


150, 


INDEX 


17 


Participles  — 

In  progressive  form  of  verb 
Parsing  of  . 
Passive  voice 

Formation  of 
Past  tense 
Past-perfect  tense 
Period,  use  of 
Person  of  nouns  and  pronouns 

Of  verbs 
Personal  pronouns 
Compound 
Declension  of 
Personification 
Phrase  adverbs 
Phrases 
Adjective    . 
Adverb 
Complex 
Compound . 
Infinitive     . 
Inseparable 
Noun 

Participial  . 
Prepositional 
Separable    . 
Simple 
Pleonasm 
Plural  number 
Plurals  of  letters, 
Of  titles 
Of  words  ending  in/and/^ 
Of  words  ending  in  o 
Of  words  ending  vay 
Positive  degree  of  adjectives 
Possessive  case 
In  joint  ownership 
Of  appositives     . 
Of  compounds    . 
Of  compound  terms 
Possessive  pronouns 
Potential  mode 

hoenshel's  eng.  gram, 


figures,  etc 


23 


57: 


27.  75 


80 


24, 


26,  34 


84, 


-78 


81 


41, 

84, 


146- 


54 


. 

205 

107, 

180 
180 

103, 

183 

Ilj 

112, 

183 

\,   4 

h   43 

70 

73 

74, 

146 

13. 

184, 

185, 

87, 

157, 

158 

.88, 

157 

.87, 

158 

144, 

145 
213 

42, 

235. 

236 

22, 

141, 

281 

84, 

122, 

141 

. 

235 

. 

236 

, 

141 

. 

236 

. 

141 

. 

141 

122, 

141 
236 

235 

240, 

241 

-148 

,  237 

-239 

147 
238 

.76, 

147 
147 

^65, 

146 

.97, 

169 

157, 

241 

242 
154 
155 
155 

157 
248 

109 

,  182 

INDEX 


PAGES 

Predicate 48 

Complex     . 

, 

235 

Compound  . 

131 

General 

235 

Logical 

235 

Predicate  adjectives 

45,  66 

Predicate  nouns 

80 

Prefix      . 

98 

Prepositional  phrase 

122 

Prepositions  . 

59,   122, 

123,  216-218,  279 

Compound 

123,  216,  279 

Ending  in  i7ig    . 

216 

Improper  omission  of 

279 

Present  tense 

103,  183 

Present-perfect  tense 

III,  112,  183 

Progressive  form  of  verb 

.         198 

Pronominal  adjectives 

.        158 

Pronouns 

54,  87-94, 

157- 

-167,  248-257 

Adjective    . 

88,  89,  158 

Antecedent  of    . 

•B7,  157 

.    Compound  personal 

.88,  157 

Compound  relative     . 

157,  251 

Declension  of 

87,  158,  159 

Demonstrative   . 

.         158 

Double  relative  . 

157 

Indefinite    . 

.         158 

Interrogative 

88,  158,  252 

Parsing  of  . 

•    92.  93 

Personal      . 

87.  157,  158 

Possessive  . 

248 

Relative      . 

89 

90, 

132, 

157^  159' 

161, 

162,  249-254 

Proper  adjectives    . 

96,  168 

Proper  nouns. 

36,  68,  143 

Propositions  . 

130.  131 

Punctuation    . 

69,  70, 

227- 

229,  292-294 

Question 

35 

Quotations     . 

62 

Redundant  verbs    . 

176 

Regular  veibs 

104,  '75 

Relative  adverbs    . 

277 

Relative  pronouns  . 

.     89 

,  90,   132,   157.   159,   161,   162,  249-254 

Restrictive  clauses 

249 

INDEX  19 


PAGES 


Rules  for  spelling  .         .         •         •         •        75^  7^.  98,  99'   '46,  147 

Senator^  in  different  constructions 246 

Sentences 42,   130-140 

Complex 131-130.  233-235 

Compound 140,  232 

Declarative 42,   130 

Exclamatory ^IP 

Imperative 42,  13° 

Interrogative 42,   13° 

Simple 126,  131 

Separable  phrase 236 

Series      .....••••••  37 

Shall  ^nd  Will,  Should  Tind  Would        .         .  117,193,265-267 

Simple  adverb 211 

Simple  sentence     .         .         •         •         •         •         •         •         126,   131 

Simple  phrase 235 

Specification,  clause  of 234 

Spelling,  rules  for 75^  76,  9^,  99^   H6,   I47 

Statement 26 

Subject,  complex 235 

Compound ^3^ 

General       •         .         • 235 

Logical 235 

Subject  of  sentence 4^ 

Of  infinitive 150 

Subjunctive  mode 182,  267,  268 

Subordinate  conjunction 219 

Subordinate  proposition 13^ 

Suffix 98 

Superlative  degree 97»  169-174 

vSurnames        .....•••••  22 

Synopsis  of  verb ^9^ 

Teach  and  learji ^  ^  7 

Tense 103,  iii-ii3>  183,  184 

Future io3'   183 

Future-perfect in,   112,   184 

Imperfect 263 

Past I03'   183 

Past-perfect 1 11,   112.   183 

Present 103^   183 

Present-perfect 1 11,   112,   183 

Uses  of 264 


20  INDEX 

PAGES 

Than,  as  a  conjunctive  adverb I74 

As  a  preposition 280 

With  comparatives 221,  259 

That,  uses  of 161,  162,  249 

The,  as  a  conjunctive  adverb 278 

There  —  expletive 124 

To-day 277,  278 

Transitive  verbs 105,   176,  239 

Uses  of  Tenses 264 

Verbs 39,  40,  lo,  52,  103-118,  175-210 

Active  and  passive 106-108,  179-181 

Agreement  with  subject      ....  113-115,  269,  270 

Auxiliary 176 

Complement  of 262 

Complete  and  incomplete 262 

Compound 216,  262 

Conjugation  of 191-198 

Copulative 262 

Correct  forms  of 1 88-191 

Defective    . 176 

Finite 176,  263 

Impersonal 176 

Infinitives   .         .         .         .         .         .         .  114,  200-204,  272 

Intransitive 105,   176,  239 

Mode  of 108-110,  182,  183,  267,  268 

Neuter        ...  176 

Number  and  person  of       .         .  113,   114?  i84»  185,  269-271 

Parsing  of 114,  115 

Participles 103,  104,  204-210,  272 

Progressive  form  of 198 

Redundant 176 

Regular  and  irregular  .         .         .  104,  175,  176,  177-179 

Tense  of 103,  111-113,  183,  184 

Transitive 105,  176 

Synopsis  of 198 

Voice  of 106-108,  179-181 

Voice,  active  and  passive 106-108,  1 79-1 81 

What,  double  relative 157 

What  a,  parsed  together        .......         260 

Will  2ind  shall,  Would  2in6.  should        .         .  117,  193,  265-267 

Words  as  different  parts  of  speech         ....         226,  227 

Ves,  no 277 


PART  ONE 


LESSON  I 
NOUNS 

1.  Write  your  name. 

2.  Write  the  names  of  three  of  your  friends. 

3.  Write  the  name  of  the  city  or  town  in  or  near 
which  you  Uve. 

4.  Write   the   name  of   some    other    town   in  your 
county. 

5.  Write  the  name  of  some  place  you  would  like  to 
visit. 

6.  Write  the  names  of  three  things  you  see  in  the 
schoolroom. 

7.  Write   the   names   of  three  things  you  have  at 
home. 

8.  Write  the  names  of  three  animals. 

9.  Write  the  names  of  three  things  you  can  eat. 

10.    Write  the  names  of  two  things  a  boy  carries  in 

his  pocket. 

21 


22  ENGLISH  GRAMMAR 

Some  words  are  the  names  of  persons,  some  are  the  names  of 
places,  and  some  are  the  names  of  things. 

The  name  of  a  person  or  place  should  begin  with  a  capital. 
Names  are  called  nouns. 

11.  Write  three  nouns  that  are  the  names  of  coun- 
tries in  Europe. 

12.  Write  three  nouns  that  are  the  names  of  cities 
in  the  United  States. 

13.  Write  four  nouns  that  are  the  names  of  persons 
of   whom  you  have  read. 

14.  Write  four  nouns  that  are  the  names  of  things 
seen  in  a  city. 

15.  Write  two  nouns  that  are  the  names  of  towns  in 
your  state. 


LESSON  II 
NAMES  AND  INITIALS 


1.  Write  your  full  name. 

2.  Write  the  name  of  your  father. 

3.  Write  the  name  of  your  brother  or  sister. 

Which  part  of  the  names  you  have  just  written  is  the  same  for 
all  the  members  of  the  family? 

The  last  name  is  called  the  family  name  or  surname. 


NAMES  AND  INITIALS  23 

The  first  name  is  called  the  given  name  or  the  Christian  name. 

A  person  may  have  more  than  one  Christian  name ;  as,  William 
Henry  Khig,  Oliver  Hazard  Perry  Fulton. 

4.  Write  the  name  of  some  one  that  has  two  Chris- 
tian names. 

5.  Write  the  name  again,  using  only  the  first  letter 
of  each  part  of  the  Christian  name. 

6.  Write  the  name  of  the  most  populous  State  in 
the  United  States. 

7.  Write  it  again,  using  only  the  first  letter  of  each 

part  of  the  name. 

The  first  letter  of  a  word  is  called  its  initial  When  initials 
are  used  instead  of  the  name  of  a  person  or  place,  they  should 
be  capitals,  and  a  period  should  be  placed  after  each. 

8.  Write  the  name  of  the  smallest  State  in  the  United 
States. 

9.  Write  it  again,  using  only  the  first  letter  of  each 
part  of  the  name. 

10.  Write  the  initials  of  your  name. 

11.  Write  the  initials  of  the  Governor  of  this  State. 

12.  Write  the  initials  of  the  President  of  the  United 
States. 

13.  Write  the  initials  of  some  railroad  near  you. 

14.  Write  the  name  of  some  city,  state,  or  county 
that  has  two  words  in  the  name. 

15.  Write  the  initials  of  the  name  you  have  just 
written. 


24  ENGLISH  GRAMMAR 

LESSON  III 
NAME   AND   ADDRESS 
I.   Write  your  name  and  address ;  thus, 

iSiA/rnA/ru^Jixvyvv, 


i 


;ou>cu. 


Notice  the  use  of  the  period  and  comma  in  writing  the 
address. 

2.  Write  the  name  and  address  of  some  one  who 
does  not  Hve  in  your  town. 

3.  Write  the  name  of  some  one,  and  draw  one  hne 
under  the  Christian  name  and  two  Hues  under  the  sur- 
name. 

4.  Write  the  initials  of  your  father's  name. 

5.  Write  the  names  of  five  schoolmates,  and  point 
out  the  given  name  and  surname  of  each. 

6.  Name  the  materials  of  which  the  following  ob- 
jects are  made : 

a  shoe,  a  bottle,  a  coat,  a  hat. 


NAME  AND    ADDRESS  25 

7.  Write  the  names  of  five  materials  of  which  cloth 
ing  is  made.* 

8.  Write   the  names   of   three   materials   of   which 
money  is  made. 

9.  Write  five  nouns  that  are  names  of  things  that 
grow  in  the  ground. 

10.  Write  the  initials  of  these  names  : 

John    Henry  Green,  Richard   Grant  White,  Henry  Ward 
Beecher,  Robert  Johnson. 

11.  Write  your  name  and  address. 

12.  Write  your  teacher's  name  and  address. 


LESSON  IV 
STATEMENTS  WITH  IS,  ARE,   WAS,  AND  WERE 

1.  Name   an   animal,   and   tell  something  about  it ; 
thus,  "  The  dog  barks." 

2.  Tell  something  about  — 
a  cat,  a  horse,  birds. 

3.  State  something  about  — 
a  tree,  a  book,  boys. 

*  In  writing  the  nouns  asked  for,  pupils  should  not  use  the  same  noun 
twice.  In  all  written  work,  repetition  should  be  avoided  as  much  as  possi- 
ble. In  trying  to  think  of  new  words,  they  will  be  learning  to  think,  will 
be  increasing  their  vocabulary,  and  will  be  learning  to  spell. 


26  ENGLISH  GRAMMAR 

A  group  of  words  so  arranged  as  to  tell  something  is  a 
statement 

A  statement  should  begin  with  a  capital  and  close  with  a 
period. 

4.  Write  a  statement  about  — 
flowers,  chalk,  a  fish,  a  squirrel,  a  river. 

5.  Write  a  statement  about  yourself. 

What  word  did  you  use  instead  of  your  own  name  ? 

The  word  /,  used  for  your  own  name,  should  be  a  capital 
letter. 

6.  Use  the  word  /,  and  make  a  statement  telling  — 

1 .  Three  things  you  saw  on  your  way  to  school. 

2.  Two  things  you  like  to  do. 

3.  One  thing  you  like  to  eat. 

7.  Write  two  statements,  using  the  word  is  in  each 
statement. 

8.  Write  two  statements,  using  the  word  are  in  each 
statement. 

9.  Write  two  statements,  using  the  word  was  in  each 
statement. 

10.  Write  two  statements,  using  the  word  zuere  in 
each  statement. 

11.  Write  a  statement  about  corn  and  wheat,  using 
is  or  are. 

12.  Write  a  statement  about  Henry  and  James,  using 
7(jas  or  were. 

Use  is  and  was  when  speaking  or  writing  of  one. 
Use  are  and   were  when  speaking  or  writing  of  more  than 
one. 


NOUNS  MEANING  MORE  THAN    ONE  2^ 

LESSON    V 
NOUNS   MEANING   MORE   THAN   ONE 

1.  Write  a  statement  about  — 

1.  Something  that  swims. 

2.  Something  that  lives  in  the  air. 

3.  Something  that  burrows  in  the  ground. 

4.  Something  that  a  farmer  raises. 

5.  Something  for  which  your  state  is  noted. 

6.  Something  seen  in  the  sky. 

7.  Something  found  in  the  mountains. 

8.  Something  found  in  the  forest. 

9.  Some  animal  that  has  different   homes   for  winter  and 

summer. 
10.   A  useful  metal. 

2.  Change  these  nouns  to  mean  more  than  one  : 

boy,  girl,  bird,  flower,  apple. 
What  letter  did  you  add  to  make  them  mean  more  than  one  ? 

3.  Copy  the  following  : 

one  box  a  dress  one  inch 

two  boxes  several  dresses  many  inches 

What  was  added  to   the  above  nouns  to  make  them  mean  more 
than  one? 

To  nouns  ending  in  s,  sh,  ch,  or  x  we  add  es  to  make  them 
mean  more  than  one. 

4.  Change  these  nouns  to  make   them    mean    more 

than  one  : 

fox  match  bench ,  glass 

dish  church  watch  bush 


28  ENGLISH   GRAMMAR 

LESSON    VI 
REVIEW 

1.  Fill  these  blanks  with  is  or  are: 

1.  These  peaches not  ripe. 

2.  This  pencil too  short. 

3.  John  and  Robert good  boys. 

4.  The  dog  or  the  cat in  the  house. 

5.  The  birds singing. 

6.   the  birds  singing  ? 

7.  the  apples  ripe  ? 

8.  The  book lost. 

9.  The  trees tall. 

2.  Write   the    above    statements    again,    filling    the 
blanks  with  was  or  were. 

3.  Change  is  to  are,  and  are  to  is,  and  write  these 
statements  correctly : 

1.  The  apple  is  sour. 

2.  The  benches  are  long. 

3.  These  men  are  sick. 

4.  The  gate  is  made  of  iron. 

5.  Those  oxen  are  black. 

6.  The  man  is  rich. 

7.  The  bunches  are  too  large. 

8.  The  stove  is  made  of  iron. 

4.  Change  was  to  ivere,  and  were  to  was,  and  write 
these  statements  correctly : 

1.  The  boys  were  sick. 

2.  The  mouse  was  afraid  of  the  cat. 

3.  The  ducks  were  swimming  in  the  pond. 

4.  The  man  was  a  soldier. 


HAVE  AND   HAS  29 


5.  The  egg  was  in  the  nest. 

6.  The  bridges  were  old. 

7.  Was  the  stone  in  the  water  ? 

8.  Were  the  geese  white  ? 


LESSON    VII 
HAVE  AND  HAS 


1.  Copy  these   statements,  and  notice  carefully  the 
use  of  have  and  has : 

1.  The  girl  has  a  doll. 

2.  Girls  have  dolls. 

3.  He  has  torn  his  book. 

4.  They  have  torn  their  books. 

5.  I  have  a  knife. 

Use  has  when  speaking  or  writing  about  one. 
Use  have  when  speaking  or  writing  about  more  than  one,  or 
about  yourself. 

2.  Use  have  or  has^  and  make  a  statement  about  — 

children,  men,  coach,  sled. 

3.  Write   three    statements,  using   the   word   has   in 
each, 

4.  Write  three  statements,  using  the  word  have  in 
each. 

5.  Fill  these  blanks  with  have  or  has: 

1.  Birds claws. 

2.  The  little  girls gone  to  school. 

3.  I three  books. 


30  ENGLISH    GRAMMAR 

4.  The  boy gone  home. 

5.  Lucy  or  Mary come  back. 

6.  Lucy  and  Mary come  back, 

7.  the  doors  hinges  ? 

8.  the  lion  a  mane  ? 

6.    Change  have  to  has^  and  has  to  have^  and  write 
these  sentences  correctly : 

1 .  The  book  has  leaves. 

2.  The  ships  have  sails. 

3.  The  child  has  been  crying. 

4.  The  boys  have  gone. 

5.  The  chicken  has  feathers. 

6.  Has  the  boat  arrived  ? 

7.  Have  the  mice  been  caught  ? 


LESSON   VIII 
REVIEW 


1.  Use   is  or  are,  and  write  a   statement  beginning 

with  — 

we,  she,  he,  they,  you,  it. 

2.  Write  the  statements  again,  using  zvas  or  zvere. 

3.  Use  have  or  has,  and  make  a  statement  beginning 
with  — 

I,  you,  we,  they,  apples. 

4.  Fill  each  of  these  blanks  with  three  of  the  follow- 
ing words  (one  at  a  time):  is,  are,  has,  have,  was,  were. 
Complete  the  statements  by  adding  other  words. 

1.  A  tall  tree . 

2.  Many  beautiful  flowers . 


MONTHS    AND    DAYS  31 


3.  A  dog  and  a  cat  - 

4.  My  mother  and  I 

5.  The  bicycle . 

6.  The  street  cars  — 


LESSON  IX 

MONTHS  AND  DAYS 

1.  Write  the  names  of  — 

1.  The  days  of  the  week. 

2.  The  four  seasons. 

3.  The  three  winter  months. 

4.  The  three  spring  months. 

5.  The  three  summer  months. 

6.  The  three  fall  months. 

The  names  of  the  months  and  the  days  of  the  week  should 
begin  with  capitals,  but  the  names  of  the  seasons  should  not. 

2.  Write  a  statement  about  — 

1.  This  month. 

2.  This  season  of  the  year. 

3.  The  first  month  of  the  year. 

4.  The  last  month  of  the  year. 

5.  The  shortest  month. 

6.  The  hottest  month. 

3.  Write  a  statement  naming  the  different  parts  of  a 
penknife. 

4.  Write  statements  telling  the  use  of  each  part. 

5.  Write  a  statement  telling  the  use  of  a  knife. 

6.  Combine  your  statements  so  that  they  will  form  a 
story  or  essay  about  a  knife. 

\  /■ 


32  ENGLISH  GRAMMAR 

LESSON  X 
REVIEW 

1.  Write  a  statement,  using  a  noun  that  is  the  name 

of  — 

a  flower,  a  bird,  a  fish,  an  insect,  a  tree,  a  vegetable,  a  fruit, 
a  mineral. 

2.  Write  a  statement  about  something  that  is  made 

of  — 

iron,  leather,  wool,  cotton,  bone,  gold. 

3.  Use  each  of  the  following  words  in  a  statement. 

Use  a  different  noun  for  each  statement. 

high,  low,  green,  white,  black,  blue,  yellow,  red,  brown, 
long,  short,  slow,  swift,  straight,  crooked,  useful,  hot, 
cold,  beautiful,  sharp,  square,  gentle,  sweet,  bitter,  sour. 


LESSON  XI 


REVIEW 


1.  Use  these  words  correctly  in  statements  : 

ate,  eight ;  do,   dew ;  new,  knew ;  blue,  blew  ;  lore,  four ; 
beech,  beach  ;  knows,  nose  ;  pane,  pain. 

2.  Try  to  use  each  pair  of  the  above  words   in  one 
statement ;  as,  *'  The  boy  ate  eight  walnuts." 


jL^Crty^ 


ESSAY  33 

3.  Give  four  rules  for  the  use  of  capitals. 

4.  When  should  you  use  is  ?  arc  ?  was  ?  were  ?  has  ? 
have  ? 

5.  Write   a    statement   telling    something   that    you 
learn  — 

by  seeing,  by  hearing,  by  tasting,  by  feeling. 

6.  Use  each  of  these  words  in  a  statement,  telling 

what  each  is,  or  to  what  it  belongs : 

claws  sole  fur  wrist 

gable  fleece  mane  horns 

paws  bill  spur  belfry 


LESSON  XII 
DOGS 


1.  Write  one  or  more  statements  telling  something 
about  — 

1.  The  size. 

2.  The  color. 

3.  The  different  kinds. 

4.  The  covering  of  the  body. 

5.  How  they  defend  themselves. 

6.  Their  use. 

7.  A  dog  you  have  seen  or  heard  of. 

2.  Arrange  and  combine  all  your  statements  so  that 
they  will  form  a  story  or  essay  about  dogs. 

3.  After  you  have  combined  your  statements,  rewrite 

your  story  as  plainly  and  as  neatly  as  you  can,  paying 

particular  attention  to  your  spelling. 
hoenshel's  eng.  gram. —  -x 


iM 


34  ENGLISH  GRAMMAR 

LESSON  XIII 
ABBREVIATIONS 

1.  Use  these  words  correctly  in  statements : 

bow,  bough  ;  stake,  steak  ;  here,  hear ;  him,  hymn  ;  so,  sew 
sow  ;  die,  dye  ;  some,  sum  ;  to,  too,  two. 

2.  Fill  each  of  these  blanks  with  to,  too,  or  two : 

1 .  He  went the  door. 

2.  The  girl  is sick go. 

3.  This  lesson  is long. 

4.  The  man  was old walk miles. 

3.  Fill  these  blanks  with  here  or  hear  : 

1.  My  father  was to-day. 

2.  Did  you the  organ  ? 

3.  I  will  stand and what  you  say. 

4.  Sometimes  we  use  more  than  one  letter  of  a  name, 
instead  of  using  only  the  initial.  This  shortened  form 
is  called  an  abbreviation. 

5.  A  period  should  be  used  after  each  abbreviation. 

6.  Learn  these  abbreviations  : 

Jan.  Apr.  Oct. 

Feb.  Aug.  Nov. 

Mar.  Sept.  Dec. 

Note.  —May,  June,  and  July  should  not  be  abbreviated. 

7.  The  following  are  the  abbreviations  for  the  days 
of  the  week  : 

Sun.  Tues.  Thurs.  Sat. 

Man.  Wed.  Fri. 


THE  QUESTION  35 

LESSON  XIV 
THE   QUESTION 

1.  Copy  tliese  questions,  and  examine  them  closely  : 

1 .  Was  Mary  here  ? 

2.  Can  Henry  read? 

A  question  should  begin  with  a  capital  and  close  with  a  ques- 
tion mark  (interrogation  point) . 

2.  Write  a  question  about  — 

a  bell,  a  tiger,  the  sun,  glass,  school. 

3.  Write  a  question  using  the  word  — 

is,  are,  have,  was,  were,  I,  he,  they,  you. 

4.  Change  these    statements  to  questions  using  the 
same  words : 

1.  This  little  boy  is  asleep. 

2.  His  name  is  Victor. 

3.  He  will  not  sleep  long. 

5.  Change  these  questions  to   statements,  using  the 
same  words : 

1.  Is  the  man  at  home? 

2.  Has  a  bird  wings? 

3.  Are  China  and  Japan  at  war? 

6.  Write  a    question  (make  a  problem)    asking    for 
the  cost  of  — 

1.  Three  pencils  at  five  cents  each. 

2.  Four  bushels  of  wheat  at  $1.25  a  bushel. 

3.  Seven  primers  at  twenty  cents  each. 


36  ENGLISH  GRAMMAR 

LESSON  XV 
NOUNS,    PROPER   AND    COMMON 

1.  Copy  these  statements  : 

1.  A  dog  can  run. 

2.  Towser  can  run. 

Are  dog  and  Towser  both  nouns  ?  What  is  the  diiference  be- 
tween them  ?  * 

A  noun  that  belongs  to  some  particular  one  is  di  proper  noun; 
as,  Towser,  Robert,  Chicago. 

A  name  that  belongs  to  any  one  of  a  class  is  a  common  noun  ; 
as,  dog,  boy,  city. 

A  proper  noun  should  begin  with  a  capital  letter. 

2.  Copy  these  names,  placing  the  proper  nouns  in 
one  column  and  the  common  nouns  in  another : 


3- 


London                dog 

month                   girl 

boy                      city 

Susan                   May 

Thursday            horse 

Elmer                  Jack 

Write  a  proper  noun 

that 

is  the  name  of  — 

I.   A  city  in  your  state. 

5.   A  river. 

2.   A  sled. 

6.   A  dog. 

3.  This  day. 

7.   A  horse. 

4.   This  month. 

8.    Our  national  holiday 

4.    Copy  these  statements,  and  examine   them    care 
fully : 

1 .  Robert  and  Mary  are  good  children. 

2.  Robert,  Mary,  and  Lizzie  are  good  children. 

*  Lead  the  pupils  to  decide  that  Towser  means  some  particular  dog,  while  dog 
may  mean  any  dog. 


PUNCTUATION  37 

3.  The  farmer  raises  wheat  and  corn. 

4.  The  farmer  raises  wheat,  corn,  and  oats. 

You  will  notice  that  in  the  first  and  the  third  sentence  there  are 
two  words  used  alike,  while  in  the  second  and  the  fourth  there  are 
three  words  used  alike.  Three  or  more  words  used  in  this  way 
are  called  a  se?'ies. 

More  than  two  words  of  the  same  kind  following  one  after 
another  are  called  a  series. 

A  comma  should  be  placed  after  each  word  of  a  series,  ex- 
cept the  last. 

The  word  and  should  be  used  only  between  the  last  two  words 
of  a  series. 

5.  Write  a  statement  about  — 

1.  Five  things  used  in  a  kitchen. 

2.  Four  kinds  of  trees. 

3.  Three  things  that  are  black. 

4.  Two  things  a  farmer  raises. 


LESSON  XVI 
REVIEW 


1.  Write  a  question  about  — 

1 .  Three  winter  amusements. 

2.  Five  domestic  animals. 

3.  Five  wild  animals. 

2.  Write  a  statement  about  five  things  that  are  kept 
in  a  grocery. 

3.  Write  a  statement  about  five  things  that  are  used 
as  playthings. 


38  ENGLISH  GRAMMAR 

4.  Write  a  statement  about  five  things  that  are  kept 
in  a  hardware  store. 

5.  Write   a   statement  about  six  quadrupeds  (four- 
footed  animals). 

6.  Write  a  statement  about  six  kinds  of  trees. 

7.  Write  a  statement  about  six  kinds  of  birds. 

8.  Write  a  statement  about  four  kinds  of  materials 
used  in  building  houses. 

9.  Write  a  question  about  six  things  that  are  used 
for  food. 

10.  Write  a  statement  about  four  kinds  of  meat. 

11.  Write  a  question  about  two  things  that  are  kept 
in  a  drug  store. 

12.  Write  a  question  about  two  things  that  are  used 
for  drink. 


LESSON  XVII 
THE   CAT 


Write  an  essay  about   the  cat,  using  the   following 
outline : 

1.  The  size.  5.   The  claws. 

2.  The  color.  6.    The  covering  of  the  body. 

3.  The  eyes.  7.    How  they  defend  themselves. 

4.  The  ears.  8.   Their  use. 

9.    How  they  watch  for  their  prey. 


THE  VERB  39 

LESSON  XVIII 
THE  VERB 

1.  Copy  these  statements  : 

1.  Birds  sing. 

2.  The  wind  blows. 

3.  Frogs  jump. 

Which  of  the  above  words  are  nouns  ?     Which  words  express 
action? 

Words  that  express  action  are  called  verbs. 

2.  Supply  verbs  for  these  nouns  : 

1.  Monkeys .  4.   Water .  7.   Wasps . 

2.  Fire .  5.    Indians .  8.    Lions . 

3.  Snow .  6.   The  cars .  9.    Kites . 

'  3.    Supply  nouns  for  these  verbs  : 

1.  bloom.  5.  crawl.  9.  cackles. 

2.  leap.  6.  roars.  10. neighs. 

3.  chirp.  7. purs.  11.  laughs. 

4.  climb.  8.  hisses.  12.  dives. 

Select  the  verbs  and  nouns  in  these  statements : 

1 .  The  spider  soon  caught  the  fly. 

2.  The  sun  shone  brightly  on  the  lake. 

3.  The  sailors  sang  joyfully. 

4.  Heavy  masses  of  fog  floated  across  the  mountains. 

5.  The  visitor  passed  through  the  gate. 

6.  Swallows  build  nests  under  the  eaves  of  houses. 

7.  I  walked  to  the  church. 

8.  The  river  flows  down  the  valley. 
^.  The  child  met  me  on  the  road. 

10.    The  blind  man  fell  into  the  river. 


40  ENGLISH  GRAMMAR 

LESSON  XIX 
CORRECT  FORMS  OF  THE  VERB 

1.  Copy   these    statements,   and  examine  the   verbs 
carefully  : 

1.  Birds  sing.  5.  I  read. 

2.  The  birds  sing.  6.  You  read. 

3.  John  and  Mary  go.  7.  He  reads. 

4.  John  goes.  8.  They  read. 

Verbs  add  s  or  es  in  statements  and  questions  about  one. 
Verbs  do  not  add  s  or  es  when  used  with  /  or  you  in  state- 
ments and  questions  about  one. 

2.  Write  three  statements  about  more  than  one. 

3.  Write   three    statements,  using  a  verb  that   ends 
in  s. 

4.  Write  two  statements,  using  a  verb  that  ends  in  es. 

5.  Are  any  of  these  statements  incorrect } 

1.  Judith  and  Lucy  goes  to  school. 

2.  I  see  you. 

3.  The  children  play  ball. 

4.  The  boys  does  not  study. 

5.  The  horse  trots  slowly. 

6.  Change   these    statements  and  questions  so  that 
they  shall  speak  of  more  than  one  : 

1.  The  man  walks  fast. 

2.  The  child  goes  to  school.  ^ 

3.  Does  the  boy  study? 


THE  COM iM AND  4 1 

4.  The  lamb  plays. 

5.  Does  the  eagle  fly? 

7.    Change  these  statements  and  questions    so    that 
they  shall  speak  of  only  one : 

1.  Do  the  Germans  like  music? 

2.  Indians  hunt. 

3.  Monkeys  chatter. 

4.  Do  geese  live  in  the  water? 

5.  The  mice  go  into  the  trap. 


06    7K€ri?c4^ 


LESSON  XX 
THE    COMMAND 

1.  Copy  these  groups  of  words : 

1.  Bring  me  your  knife. 

2.  Do  not  swear,  boys. , 

Do  these  groups  state  something  ?  Do  they  ask  a  question  ? 
Do  they  order  or  request  something  to  be  done? 

A  group  of  words  that  orders  or  requests  something  to  be 
done  is  a  command. 

A  command  should  begin  with  a  capital  and  end  with  a 
period. 

2.  Copy  these  commands  and  questions,  and  notice 
carefully  the  use  of  the  comma  : 

1 .  Stella,  close  the  door. 

2.  Obey  your  parents,  children. 

3.  Come  and  see  me,  Samuel,  whenever  you  can. 

4.  Mother,  may  I  go  with  you? 

5.  Who  wrote  to  you,  Alice? 

6.  Can  you,  Jennie,  solve  this  problem? 


42 


ENGLISH  GRAMMAR 


3.  Write  two  commands  and  two  questions  using  a 
proper  noun  for  the  first  word  of  each. 

4.  Write  two  commands  and  two  questions  using 
the  name  of  the  person  addressed  for  the  last  word 
of  each. 

5.  Write  two  commands  and  two  questions  placing 
the  name  of  the  person  addressed  in  the  middle. 

Statements,  questions,  and  commands  are  all  called  sentences- 
A  statement  is  a  declarative  sentence. 
A  question  is  an  interrogative  sentence. 
A  command  is  an  imperative  sentence. 


LESSON  XXI 
REVIEW 


1.  Write   a    declarative    sentence,    an    interrogative 

sentence,    and    an   imperative    sentence,  with    each    of 

these  words : 

books  Albert  truth 

children  mother  ink 

APPLES 

2.  Write  sentences  about  apples,  telling : 

1.  Where  they  grow.  4-   Their  colors. 

2.  What  is  outside.  5.    Their  size. 

3.  What  is  inside.  6.    Their  use. 


PUNCTUATION  43 


LESSON  XXII 
PUNCTUATION 

1.  Notice  the  punctuation  of  these  addresses : 

1.  1235  Vine  St.,  Lincoln,  Lancaster  Co.,  Neb. 

2.  Henry  Long,  Esq.,  Room  No.   5,  Burr  Block.  No.  356 

Kansas  Ave.,  Topeka,  Kans. 

2.  Copy  the  following,  and  punctuate  correctly : 

1.  Rev  Mr  Smith  called  on  Prof  R  P  Brown 

2.  Mendon  Westmoreland  Co  Pa 

3.  No  14  La  Fayette  Ave  Charleston  111 

4.  Office  of  Supt  City  Schools  Covington  Ky 

5.  Mr  James  P  Longwell  Bridgeport  N  Y 

6.  James  L  Murdock  Room  21  Portland  Building  Boston 

Mass 

3.  Copy    the    following    sentences,    and    punctuate 
correctly : 

1.  Mr  Jones  may  John  be  excused  from  the  room 

2.  Children  are  you  always  obedient  to  your  teacher 

3.  Charles  can  see  hear  feel  and  taste 

4.  The  little  girl  loves  her  father  mother  brothers  sisters 

5.  March  April  May  are  the  three  spring  months 

6.  He  she  it  hifjt  and  they  are  small  words 

7.  Where  are  you  going  my  little  friend 

8.  Sing  your  best  song  little  bird  before  I  go 

9.  Tell  me  boys  where  you  have  been 

10.  Wait  for  me  uncle 

1 1 .  Boys  always  speak  the  truth  without  fear 

12.  Have  you  seen  Charles  Samuel  and  Robert  lately 

13.  Girls  have  you  learned  when  to  use  the  question  mark 

4.  Name  the  nouns  in  the  preceding  thirteen  sen- 
tences, except  the  6th. 


44  ENGLISH  GRAMMAR 

LESSON  XXIII 
THE    ADJECTIVE 

1.  Copy  these  sentences  : 

1.  The  tree  was  tall. 

2.  The  apple  is  sweet. 

What  word  tells  what  kind  of  tree  is  meant  ?  What  word  tells 
the  kind  or  quality  of  the  apple? 

A  word  that  tells  the  kind  or  quality  of  an  object  is  called  an 
adjective. 

The  adjective  often  precedes  the  noun  ;  as,  a  sweet  apple. 

2.  Name  the  adjectives  in  these  sentences  : 

1 .  Pretty  girls  and  brave  boys  are  found  in  many  coun- 

tries. 

2.  A  large,  tall,  green  tree   is  standing  in  the  beautiful 

meadow. 

3.  The  baby  has  blue  eyes,  red  cheeks,  and  curly  hair. 

4.  Fresh  water  is  a  pleasant  drink. 

5.  Dear,  patient,  gentle  Nell  was  gone. 

3.  Write  eight  sentences,  using  a  different  adjective 

with  each  of  these  nouns  : 

snow  grass  sky  ball 

paper  knife  wood  ice 

4.  Copy  the  following  words,  placing  the  proper 
nouns,  the  common  nouns,  the  verbs,  and  the  adjec- 
tives in  separate  columns : 

pretty  garden  girl  weeps  cat 

Tom  beautiful  hears  Carlo  sour 

long  Springfield  soft  sweet  goes 

hard  Rover  blue  chews  cow 


PUNCTUATION  45 

5.    Write    a   sentence   containing   a   proper  noun,  a 
common  noun,  an  adjective,  and  a  verb. 


-^  7  /     ■ 

LESSON  XXIV 

PUNCTUATION 

1.  Copy  these  sentences,  and  notice  the  use  of  the 
comma  and  the  word  a7id :  ^ 

I.   A  long,  crooked  path  leads  to  the  woods. 

"  2.   The  path  is  long  and  crooked, 

2.  Write  sentences,  placing  two  adjectives  (using  no 
adjective  twice)  *  before  each  of  these  nouns  : 

chair  peach 

apple  stove 

3.  Write  your  sentences  again,  placing  the  adjectives 
after  the  nouns. 

4.  Write  sentences,  placing  three  adjectives  before 

each  of  the  nouns  : 

lions  bees 

mountains  a  ball 

5.  Write  the  sentences  again,  placing  the  adjectives 
after  the  nouns. 

*  When  the  pupil  is  required  to  select  and  use  a  list  of  words  of  any 
part  of  speech,  it  is  not  expected  that  he  will  use  the  same  word  twice.  If 
teachers  will  insist  on  this,  they  will  soon  see  a  large  increase  in  the 
vocabulary  of  their  pupils. 


ENGLISH  GRAMMAR 


6.    Combine  each  group  of  statements  into  one 

Gold  is  heavy.  ^  A  pig  squeals. 

Gold  is  yellow.  ^       A  duck  quacks. 

I  Gold  is  solid.  i  A  hen  cackles, 

f  A  fish  swims.  U  sheep  bleats. 

•I  A  bird  flies.  (  A  book  is  on  the  table. 

I  A  frog  jumps.  5.  -!  A  bell  is  on  the  table. 

I  The  dog  barks.  ^  ^  ^^^  ''  °^  ^^^  ^^^^^- 
1  The  cat  mews. 


LESS0N  XXV 

SKATING,  AND  RISING  A  BICYCLE 

Write  afeeut  these  tw©  sp«rts,  telling  fully  what  each 
is,  when  practiced,  the  pleasures  ©f  each,  the  ®bjecti©ns 
t©  each.  Close  by  telling  which  you  prefer,  and  give 
the  reasons  f©r  y©ur  choice. 


LESSON  XXVI 
REVIEW 


Use  each  pair  of  these  words  in  a  sentence : 

be,  bee ;  through,  threw ;  meat,  meet ; 

hear,  here  ;  week,  weak  ;  wood,  would ; 

know,  no  ;  deer,  dear ;  son,  sun  ; 

right,  write ;  hour,  our ;  flour,  flower ; 

buy,  by ;  heal,  heel ;  beat,  beet. 


REVIEW  47 

2.    Here  are  two  lists  of  nouns.     Select  two  words, 

one  from  each  list,  and  use  them  in  a  sentence  so  that 

the  word  from  the  second  list  will  tell  of  what  some 

object  in  the  first  list  is  made ;  thus,  **  Flour  is  made 

of  wheat." 

(I)  (2) 

calico  wheati 

a  saw  cotton  I 

linen  horn » 

shoes  wool  ■• 

flour  leather! 

flannel  flaxi 

combs  flour' 

bread  steel/ 


LESSON  XX  vn 

REVIEW 


1.  Write  a  declarative  sentence  about  — 

1.  Three  things  that  are  sour. 

2.  Three  things  that  are  sweet. 

3.  Three  things  that  are  hard. 

4.  Three  things  that  are  soft. 

2.  Write  an  interrogative  sentence  about  — 

1 .  Three  things  that  are  heavy. 

2.  Three  things  that  are  light. 

3.  Three  things  that  are  beautiful. 

4.  Three  things  that  are  dangerous. 

3.  Use  three  adjectives  to  describe  — 

a  boy  glass  a  doll  snow 

a  cat  the  horse  ice  the  sea 


48  ENGLISH  GRAMMAR 

4.    Name  the  nouns,  verbs,  and  adjectives  in  these 
sentences : 

1.  A  fairy  workman  hides  in  every  dimpled  finger. 

2.  The  wealthy  merchant  bought  many  nice  present*  for 

his  daughter. 
The  tall  elm  bends. 
The  turbid  torrent  roared. 
The  vivid  lightning  flashes. 
The  brave  leader  fell. 
The  great  Napoleon  was  conquered. 
The  victorious    army   of  Alexander  marched  a    long 

distance. 


LESSON  XX  vm 

SUBJECT  AND  PREDICATE 

1.  Copy  these  sentences : 

1.  Fire        burns. 

2.  The  dog        is  black. 

3.  My  old  cat        ran  into  the  house. 

You  will  see  that  each  sentence  has  two  parts.  The  first  part 
*.ells  what  we  are  speaking  about,  and  the  second  part  tells  what  we 
say  about  the  first  part. 

The  part  of  the  sentence  that  tells  what  we  are  speaking 
about  is  called  the  subject,  and  the  part  that  tells  what  we  say 
about  the  subject  is  called  the  predicate. 

2.  Use  each  of  these  words  in  a  sentence,  and  draw 
a  vertical  line  between  the  subject  and  the  predicate : 

Chicago,  town,  marble,  mountain. 


SUBJECT  AND  PREDICATE  49 

3.  Supply  subjects  for  these  predicates  : 

I.  climbs  mountains.  5.  will  come. 

2. is  gray.  6.  was  here. 

3.  are  white.  7.  were  here. 

4.  are  rough.  8.  has  left. 

4.  Supply  predicates  for  these  subjects  : 

1.  The  train .  4.    Greenland  and  Iceland . 

2.  An  old  man .  5.    George  Washington . 

3.  The  soldiers .         6.    Asia  and  Africa . 

5.  Supply  two  predicates  for  each  of  these  subjects; 
thus,  "The  dog  bites  and  barks  "  : 

1.  Foxes .  4.    Kittens . 

2.  Bears .  5.   Apples .  .'^'^ 

3.  Teachers ^ — .  6.    Pupils . 


6.    Supply  three  predicates  for  each  of  these  subjects: 
I .   Washington . 


2.  The  watchful  dog . 

3.  The  studious  pupil . 

4.  A  good  clerk . 

5.  A  wise  man . 

7.  Supply  three  subjects  for  each  of  these  predicates  : 

2. broke  the  windows. 

3. received  prizes. 

4. howl. 

8.  Use  each  of  these  words  in  a  sentence,  and  draw 

a  vertical  line  between  the  subject  and  the  predicate : 

ball,  bawl :  flea,  flee ;  knot,  not ; 

bell,  belle  ;  grown,  groan ;  male,  mail ; 

bare,  bear ;  hare,  hair ;  ore,  oar. 

hoenshel's  eng.  gram.  —  4 


50  ENGLISH  GRAMMAR 

LESSON  XXIX 

THE    SCHOOLROOM 

1.  Write  an  essay  on  the  schoolroom,  using  the  fol- 
lowing outline : 

the  size,  the  doors,  the  windows,  the  table,  the  desks,  any 
other  furniture  there  may  be  in  the  room,  the  appearance 
of  the  walls,  the  appearance  of  the  floor. 

2.  Use  each  pair  of  these  words  in  one  sentence  : 

done,  dun  ;  hole,  whole  ;  tale,  tail ; 

pale,  pail ;  one,  won  ; 


LESSON  XXX 
THE    OBJECT 


1.  Are  these  sentences  complete  ? 

1.  Henry  struck . 

2.  The  cat  caught . 

3.  We  wear . 

Some  verbs  that  express  action  require  a  word  to  complete 
their  meaning.     This  word  is  called  the  object  of  the  verb. 

2.  Write  the  words  that  are  used  as  objects  in  these 
sentences  : 

1.  We  wear  clothing. 

2.  Henry  struck  Charles. 

3.  The  cat  caught  a  mouse. 


THE  OBJECT  $1 

4.  The  eagle  saw  me. 

5.  The  orator  made  a  speech. 

6.  Washington  gained  victories. 

7.  The  Romans  captured  Carthage. 

3.  Use  each  of  these  words  as  the  object  of  a  verb  : 

honey,  copper,  us,  her,  cat,  me,  stockings,  them,  basket. 

4.  A  verb  may  have  two  or  more  objects;  as,  *'We 
saw  mountains,  hills,  and  valleys." 

5.  Write    sentences    in  which    each    of    these   verbs 
shall  have  two  obj^-  ts  : 

chops,  choo?         ts,  drink,  sells,  study,  drives. 


LESSON 

REVIEW   QUESTIONS 

Name  the  three  different  kinds  of  sentences.  With  what  should 
every  sentence  begin?  What  should  be  placed  after  a  declarative 
and  an  imperative  sentence?  What  should  be  placed  after  an  inter- 
rogative sentence?  How  many  parts  has  a  sentence?  What  is  the 
subject?     What  is  the  predicate ? 

THE   SENTENCE 

1.  Write  the  definition  of  — 

a  sentence ;  a  declarative  sentence ;  an  interrogative 
sentence  ;  an  imperative  sentence ;  the  subject ;  the 
predicate. 

2.  Combine  your  definitions  so  as  to  form  a  con- 
nected essay  on    The  Sentence, 


52  ENGLISH  GRAMMAR 

LESSON  XXXII 
THE    VERB 

1.  Examine  this  sentence: 

The  field  is  large. 
In  this  sentence  the  word  is  is  a  verb,  but  it  does  not  express 
action.     It  simply  asserts  existence  or  being. 
A  word  that  expresses  action  or  being  is  a  verb. 

2.  Sometimes    a    verb    consists    of    more    than   one 
word  ;  as  — 

1.  Mary  can  read. 

2.  The  train  has  gone. 

3.  The  letter  should  have  been  written. 

3.  Name  the  verbs  in  these  sentences  : 

1 .  Leaves  fall  to  the  ground. 

2.  I  know  it. 

3.  Where  is  he? 

4.  We  are  reading  about  the  lion. 

5.  The  colt  has  been  running  through  the  meadow. 

4.  Use  each  of  these  verbs  in  a  sentence  : 

has  been,  is  running,  should  learn,  can  be  seen,  will  choose, 
shall  be  chosen. 

5.  Write  three  sentences,  each  having  a  verb  com- 
posed of  two  words. 

6.  Write  three   sentences,  each  having  a  verb  com- 
posed of  three  words. 

7.  Try  to  write  a  verb  composed  of  four  words. 


y^-otrr^  crw  ^^^^^a.^  u?  o 


REVIEW 


53 


LESSON  XXXIII 


REVIEW 


-< 


Name  the  subject,  predicate,  and  object  of  each  of 
*  these   sentences,  and    pick   out   the  nouns,  verbs,  and 
adjectives : 

1.  He  sang  the  songs  of  his  boyhood. 

2.  The  fire  burns  cheerily. 

3.  You  will  lose  your  place. 

4.  The  orator  received  great  applause. 

5.  The  lofty  Andes  rise  above  the  clouds. 

6.  Animals  and  plants  live  and  grow. 

7.  A  band  of  robbers  plundered  the  caravan. 

8.  Crusoe's  companions  were  all  drowned. 

9.  The  brave  sailor  managed  his  boat  skillfially.      • 
10.    Did  you  see  that  beautiful  bird? 

An  interrogative  sentence  should  be  changed  to  a  declarative  be- 
.  ,  fore  the  subject,  predicate,  and  object  are  picked  out.  This  sentence 
y  will  become  "  You  did  see  that  beautiful  bird." 

"^  II.  Did  he  hear  the  song  of  the  skylark? 

12.  The  crowd  cheered  heartily. 

13.  The  crowd  cheered  the  speaker. 

14.  Balboa  discovered  the  Pacific  Ocean. 

15.  Josephus  wrote  a  history  of  the  Jews. 

16.  The  Swiss  scenery  is  beautiful. 

17.  The  wind  is  never  weary. 

18.  Palm  trees  grow  in  Asia,  Africa,  and  South  America. 

19.  Lakes   are  supplied  with  water  by  rivers,    brooks,  or 
springs. 

20.  Eagles  do  not  catch  flies. 

21.  A  good  girl  wrote  a  long  letter. 

22.  The  meadow^  is  covered  with  grass  and  flowers. 

23.  Mabel  has  a  beautifiil  pet  squirrel. 

24.  The  vessel  struck  a  hidden  rock. 


54  ENGLISH  GRAMMAR 

LESSON  XXXIV 
THE    PRONOUN 

1.  Examine  these  sentences  : 

1.  John  learns  because  he  studies. 

2.  I  go  to  school. 

In  the  first  sentence,  is  he  the  name  of  anything  ?  Is  it  a  noun  ? 
Who  studies  ?     What  word  is  used  instead  oijohi  f 

In  the  second  sentence,  who  goes  to  school  ?  Is  the  word  /  a 
noun  ?  The  word  /  is  used  instead  of  what  word  ?  (It  is  used 
instead  of  the  name  of  the  speaker.) 

The  words  /  and  he  are  pronoims. 

A  word  used  for  or  instead  of  a  noun  is  a  pronoun. 

2.  Copy  the  pronouns  in  these  sentences  : 

1.  They  are  good  boys. 

2.  Henry  has  his  book. 

3.  The  children  study  their  lessons. 

4.  She  scolded  him. 

5.  Can  you  see  us  ? 

6.  Here  is  the  boy  who  was  hurt. 

7.  He  is  the  man  whom  you  saw. 

3.  Fill  each  of  these  blanks  with  a  pronoun : 

1 .    are  my  friends. 

2.    is  my  friend. 

3. went  to . 

4.  The  teacher  told to  go. 

5.  The  pupils  have  lost books. 

6.    must  go  with and . 

4.  Write  three  declarative,  three  interrogative,  and 
three  imperative  sentences,  using  a  different  pronoun 
in  each  sentence. 


THE  ADVERB  55 

LESSON  XXXV 
THE    ADVERB 

1.  Copy  these  sentences  : 

1.  He  writes  well. 

2.  The  pitcher  is  here. 

What  word  tells  how  he  writes  ?  What  word  tells  where  the 
pitcher  is  ? 

Well  and  here  are  adverbs,  modifying  the  verbs  writes  and  is. 

3.  The  apple  is  very  sweet. 

4.  You  came  too  soon. 

What  part  of  speech  is  sweet  .■  What  word  tells  how  sweet  ? 
What  does  soon  tell  ?  What  part  of  speech  is  soofi  ?  What 
word  tells  how  soon  ? 

In  these  sentences  very  and  too  are  adverbs. 

A  word  used  to  modify  a  verb,  an  adjective,  or  an  adverb,  is  an 
adverb. 

2.  Write  a  sentence  with  each  of  these  adverbs : 


early 

rarely 

very 

often 

quietly 

nicely 

always 

bravely 

never 

kindly 

gently 

boldly 

3.  Write  three  sentences  in  which  an  adverb  modifies 
a  verb. 

4.  Write  two  sentences  in  which  an  adverb  modifies 
an  adjective. 

5.  Write  two  sentences  in  which  an  adverb  modifies 
an  adverb. 


56  ENGLISH  GRAMMAR 

6.  Copy  these  adjectives  and  adverbs  : 

Adjectives  Adverbs  Adjectives  Adverbs 

quick,  quickly;  bright,  brightly; 

bold,  boldly;  bad,  badly; 

nice,  nicely ;  sweet,  sweetly ; 

rapid,  rapidly;  careless,  carelessly. 

How  are  the  adverbs  in  the  above  list  made  ? 

7.  Write  a  sentence  containing  two  adjectives  and 
two  adverbs. 


LESSON  XXX  vr 

REVIEW 


Name  the  si;^ct,  predicate,  and  object  of  these 
sentences.  Pick  out  the  nouns,  pronouns,  verbs,  ad- 
jectives, and  adverbs : 

V.  Frank  and  I  were  laughing  heartily. 

s.  She  and  I  sat  at  the  window. 

jg.  The  task  was  soon  accomplished. 

4.  A  man  is  easily  known  by  the  company  he  keeps. 

j.  Pronounce  your  words  distinctly  and  correctly. 

6.  The  men  worked  hard  and  fast,  and  the  rocks  were  soon 
removed. 

f.  How  long  did  you  remain  in  the  city  ? 

%.  The  traveler  walked  slowly  because  he  was  very  tired. 

9.  This  topic  will  be  fully  discussed  later. 

i*-^  I  ate  dinner  hurriedly  yesterday. 

w.  A  winter  so  cold  has  never  been  known  before. 

18.  We  all  laughed  very  heartily. 

If.  The  birds  chirp  merrily. 

14.  The  boat  glides  very  gracefully. 


THE  PHRASE  57 


{x.*.vt  A^-^ 


■^7 


n  LESSON  XXX  vn 

THE    PHRASE 


? 


I.    Examine  these  groups  of  words  : 

1.  Ripe  apples.  '     3.    A  truthful  child. 

2.  In  the  house.  4.   Under  the  tree. 

Are  the  above  words  properly  put  together  .?  Does  each  group 
express  a  complete  thought  ? 

A  group  of  words  properly  combined  but  not  expressing  a 
thought  is  a  phrase. 

All  the  examples  given  above  are  phrases,  but  many  authors 
do  not  call  the  first  and  the  third  phrases  in  grammar. 

i.  Copy  the  following  groups  of  words.  Write  the 
sentences  in  one  column,  the  phrases  in  another,  and 
those   which    are   neither   sentences    nor  phrases  in  a 

third : 

1.  Fell  heavily.  7.  There  was  a  heavy  rain. 

2.  Covered  with  snow.  8.  To  the  city. 

3.  The  grass  is  tall.  9.  Speak  the  truth. 

4.  City  to  the.  10.  The  ground  was  covered  with 

5.  Over  the  barn.  snow. 

6.  Careful  thinking.  11.  Grass  tall. 

|.    Add  phrases  to  these  sentences : 

.  I.  The  birds  fly . 

2.  Axes  are  made . 

3.  The  house  stands . 

4.  The  largest  city is . 

5.  The  lambs  play . 

4.    Write  five  sentences,  each  containing  a  phrase. 


58  ENGLISH  GRAMMAR 

LESSON   XXX  VI IT 
REVIEW 

1.  Add  to  each  of  these  sentences  at  least  one  adjec 
tive,  one  adverb,  and  one  phrase  : 

1 .  Boys  study. 

2.  Waves  dashed. 

3.  The  soldiers  wore  uniforms. 

4.  The  speaker  was  applauded. 

5.  Houses  are  built. 

6.  Books  should  be  read. 

7.  The  sun  is  shining. 

8.  Snow  falls. 

9.  The  visitors  will  be  here. 
ID.  The  deer  fled. 

2.  Enlarge  these  sentences  by  adding  several  modi- 
fiers to  each.  Example:  "Birds  liy."  "At  the  ap- 
proach of  cold  vi^eather,  many  birds  fly  toward  the 
south  in  search  of  a  v^armer  climate." 

1.  The  horse  drinks. 

2.  The  boy  was  punished. 

3.  The  whole  earth  smiles. 

4.  That  dog  growls. 

5.  Those  books  have  been  read. 

6.  Locomotives  whistle. 

7.  The  boat  glides. 

8.  Columbus  discovered  America. 

9.  Stars  shine. 

10.  Lions  roar. 

11.  The  tree  was  struck. 
1 2    The  boy  wrote  a  letter. 

13.  The  rain  fell. 

14.  The  wind  blew. 


\ 


THE  PREPOSITION  59 

LESSON  XXXIX 
THE    PREPOSITION 

1.  Copy  these  sentences  : 

» 

1 .  The  cat  is  in  the  house. 

2.  The  cat  is  on  the  house. 

3.  The  cat  is  under  the  house. 

In  these  sentei  ces  the  words  /;/,  07t^  and  under  ?,\\ovj  the  situation 
of  the  cat  in  rela.ion  to  the  house.  We  might  say  the  cat  is  by 
before,  beside,  or  behind,  the  house.  The  words  in,  under,  on, 
before,  etc.,  are  relation  words,  ox  prepositions. 

2.  Write  six  sentences,  each  containing  a  preposition. 

3.  Write  a  sentence  containing  the  preposition  : 

at,  through,  across,  toward,  upon,  during,  by,  over,  among, 
between. 

You  will  notice  that  a  preposition  is  nearly  always  followed  by  a 
noun  or  pronoun.  The  noun  or  pronoun  is  called  the  object  of  the 
preposition,  and  may  be  modified  by  one  or  more  adjectives ;  as, 
"  He  went  to  a  good  school."  Here  school  is  the  object  of  the  prepo- 
sition to,  and  has  two  modifiers,  a  and  good. 

4.  Write  sentences  in  which   each  of   these   words 

shall  be  used  as  the  object  of  a  preposition  : 

them  keg  neighbor  ■  him  coachman 

pond  her  piano  ice  it 

5.  Name  the  prepositions  in  these  sentences  : 

1.  The  stranger  came  from  a  large  city. 

2.  The  farmer  came  to  town  with  a  load  of  corn. 

3.  It  was  early  in  the  morning. 

4.  A  place  of  safety  was  found  for  him. 


60  ENGLISH  GRAMMAR 

LESSON  XL 
THE    CONJUNCTION 

1.  Examine  these  sentences. 

1.  Mary  and  Lucy  read. 

What  word  connects  Mary  and  Lncy  ? 

2.  Mary  reads  and  Lucy  writes. 

How  many  thoughts  or  assertions  in  this  sentence? 
What  word  connects  the  assertions? 

3.  Mary  studies  and  Lucy  recites. 
What  word  connects  the  two  thoughts? 

2.  Name  the  connecting  words  in  these  sentences  : 

1.  Mary  learns  because  she  studies. 

2.  Walter  writes  well  but  slowly. 

3.  She  or  I  will  go. 

4.  The  laborer  worked,  although  he  was  sick. 

Connecting  words  are  called  conjunctions. 

3.  Fill  these  blanks  with  conjunctions  : 

1.  He  will  neither  go send  anybody. 

2.  He  works  hard he  is  old. 

3.  I  will  go you  will. 

4.  The  merchant  became  rich he  was  careful. 

4.  Write  five  sentences,  each  having  a  conjunction. 

5.  Use  each  pair  of  the  following  words  in  a  sen- 
tence. Name  the  conjunctions  in  the  sentences  you 
write : 

all,  awl ;  bow,  beau ;  flew,  flue  ; 

reed,  read ;  sole,  soul ;  steel,  steal ; 

toe,  tow  ;  weigh,  way ;  seem,  seam. 


itaxSi 


THE   INTERJECTION  6l 


LESSON  XLI 
THE  INTERJECTION 

1.  Examine  these  sentences: 

1.  Hurrah!  It  snows.  > 

2.  Ah !  What  a  disaster  that  was.       ^  ^*^ 

3.  Alas!  I  cannot  go. 

4.  O,  look  at  the  sun! 

What  words  in  these  sentences  are  used  to  express  feeling  or 
emotion? 

A  word  used  to  express  strong  feeling  or  emotion  is  called 
an  interjection. 

Notice  the  punctuation  in  the  above  sentences. 

2.  An  exclamation  point  (!)  should  be  used  after 
every  interjection,  except  O. 

3.  Write  five  sentences,  each  containing  an  interjec- 
tion. 

4.  Write  three  sentences,  each  containing  a  preposi- 
tion and  a  conjunction. 

5.  Try  to  write  a  sentence  containing  a  noun,  a  pro- 
noun, an  adjective,  a  verb,  an  adverb,  a  preposition,  and 
a  conjunction. 

6.  Write  sentences  illustrating  two  rules  for  the  use 
of  the  comma. 

7.  Write  sentences  illustrating  three  rules  for  the  use 
of  the  period. 

8.  Write  sentences  illustrating  three  rules  for  the  use 
of  capital^, 


62  ENGLISH   GRAMMAR 

LESSON  XLII 
QUOTATIONS 

1.  Copy  these  sentences  : 

1 .  The  man  said, '-'  You  must  not  take  my  apples." 

2.  "  I  wish  I  had  a  kite/'  said  Clarence  Reed. 

3.  "  Come,  Fannie,"  said  Julia,  •'  and  go  with  me." 

Who  said  part  of  the  first  sentence  ?     Of  the  second  ?     Of  the 
third  ? 

Words   and   sentences   borrowed   from    another   are   called 
quotations 

2.  In  the  quotations  just  used,  observe  : 

1.  The  marks  that  inclose  the  quotations. 

2.  That  in  the  third  sentence  the  quotation  is  broken  in 

two,  and  the  quotation  marks  inclose  each  part. 

3.  That   the  quotation  is  separated  from  the  rest  of  the 

sentence  by  a  comma. 

4.  That  when  a  quotation  expresses  a  complete  thought,  it 

should  begin  with  a  capital.* 

3.  Copy  these  sentences,  and  place  quotation  marks 
where  necessary  : 

1.  Watch  my  horse,  and   Pll  give   you   a  dime,  said  the 

soldier. 

2.  The  cat  said,  I'll  catch  you,  little  mouse. 

3.  I  know,  said  Charles,  what  you  want. 

4.  The  boy  said,  Come  here,  Towser. 

4.  Write  five  sentences,  using  quotations. 

*  It  is  not  thought  best  to  speak  of  direct  or  indirect  quotations  in  this 
place.  J 


REVIEW  63 

5.  Imagine  two  boys,  Ralph  and  Arthur,  talking 
about  the  Fourth  of  July.  Write  what  they  might  say  to 
each  other,  using  quotation  marks  where  necessary. 


LESSON  XLIII 
REVIEW 


Point  out  the  nouns,  pronouns,  verbs,  adjectives, 
adverbs,  prepositions,  and  conjunctions  in  these  sen- 
tences. Tell  whether  the  nouns  are  proper  or  common. 
Name  the  subject,  predicate,  and  object. 

1.  Roses  delight  us  with  their  color  and  fragrance. 

2.  The  music  of  the  organ  resembles    the   roar   of  the 

thunder. 

3.  Charles  Dickens  was  buried  in  Westminster  Abbey. 

4.  Swallows  sometimes  build  their  nests  in  chimneys. 

5.  Dates  grow  on  palm  trees. 

6.  Ciiesar  gained  very  many  victories. 

7.  A  large  basket  was  filled  with  ripe  peaches. 
v      8.  People  often  make  mistakes. 

\  9.  The  inhabitants  of  Switzerland  are  very  industrious. 

10.  He  is  an  exceedingly  careful  workman. 

^       J<.  The  careless  boy  lost  his  coat  and  his  cap. 

12.  The  wind  and  the  rain  delayed  our  journey. 

13.  Sooner  or  later  we  must  pass  away.  > 

14.  I  never  before  saw  a  more  beautiful  sight. 

15.  The  weary  father  gently  kissed  his  sick  child. 

16.  A  terrible  storm  passed  over  the  city. 

17.  A  man  of  good  habits  generally  has  health. 

18.  Silvery  clouds  fringed  the  horizon.  .' 

19.  A  beautiful  lake  lay  in  front  of  the  iguse. 


64  ENGLISH  GRAMMAR 

LESSON  XLIV 
THE   COW 

1.  Write  one   or   more  sentences   telling  something 
about  — 

1.  The  size. 

2.  The  color. 

3.  The  covering  of  the  body. 

4.  How  they  defend  themselves. 

5.  The  different  kinds. 

6.  Their  use. 

2.  Arrange  and  combine  all  your  sentences  so  that 
they  will  form  a  story  or  essay  about  the  cow. 


LESSON  XL  V 
REVIEW 


I,    Name  the  nouns,  pronouns,  etc.,  as  in  Lesson  43 

1.  Some  very  large  diamonds  were  bought. 

2.  The  birds  and  flowers  have  now  appeared  again. 

3.  Bad  habits  are  seldom  overcome. 

4.  Good  mei>  are  very  frequently  abused  by  bad  men. 

5.  Some  mountains  are  high  and  grand. 

6.  Every  man  should  carefully  think  for  himself. 

7.  We  saw  many  beautiful  works  of  art. 


DIAGRAMS 


6S 


2.    Insert  commas,  capitals,  and  quotation  marks,  when 
necessary,  in  these  sentences  : 

I.   Longfellow  says  learn  to  labor  and  to  wait. 


He  also  says  art  is  long  and  time  is  fleeting. 

Hard  work  said  he  is  the  key  to  success. 

Night  is  the  time  for  rest  says  the  poet. 

The  child  is  father  of  the  man  writes  Wordsworth. 

How  many  are  you  then  said  I  if  they  two  are  in  heaven  ? 

'Tis  only  noble  to  be  good  says  Tennyson. 

He  said  to  the  wild  sea  be  still. 


LESSON  XL  VI 

DIAGRAMING 

I.  farmer  J plants 


2. 


The 

5' 

corn 

spring 

r 

the 

4- 


Elephants 


tigers 


are  found 


Asia 


Africa. 


Pupils 


study 


arithmetic 


p^    grammar. 


flew 


bird 


I         ( 


A 


small 


very 


hoenshel's  eng.  gram.  —  5 


66 


5- 

ENGLISH 
Sugar      1       is 

GRAMMAR 
,  —  sweet. 

mountains       | 

are   — 

high 

6. 

1   :     ^ 
—  J    :     3 

:     CX 

Some 

- 

grand. 

7- 

Mary 

Lilly     X   :  1 

1      live 

Kate     -i 

here. 

EXPLANATION     OF    THE    DIAGRAMS 

The  subject  and  predicate  are  written  on  heavy  horizontal  lines. 
The  subject  and  predicate  are  separated  by  a  short  vertical  line. 
The  object  is  placed  after  the  predicate  and  a  little  below  it.* 

Adjectives  and  adverbs  are  placed  under  the  words  they  modify. 
An  adjective  in  the  predicate  is  separated  from  the  verb  by  a  dash. 

In  the  seventh  diagram,  the  word  and  is  omitted  between  Mary 
and  Lilly.     Its  place  is  marked  with  a  cross  (  x  ). 

Other  points  in  the  diagrams  need  no  explanation. 

8.  Diagram  the  sentences  in  Lesson  43  (except  the 
loth). 


LESSON  XLVII 


1.  Diagram  the  sentences  in  paragraph  i,  Lesson  45. 

2.  Diagram  these  sentences  : 

1.  Shakespeare  wrote  plays  and  poems. 

2.  Gates,  Arnold,  and  Wayne  fought  in  the  Revolutionary 

War. 

3.  Our  teacher  has  traveled  in  Europe,  Asia,  and  Africa. 

4.  The  short,  dreary  days  have  come. 


*  The  object  is  placed  below  the  predicate  because  it  really  modifies 
the  predicate.     Some  call  the  object  an  objective  modifier. 


ESSAY  67 

5.  Man  suffers  for  every  wrong  deed. 

6.  Pupils  should  always  obey  cheerfully. 

7.  Quite  long  lessons  are  sometimes  given. 

8.  The  birds  have  come  back  rather  early. 

9.  An  education  is  not  acquired  in  a  short  time. 
10.  A  large  tree  stands  on  the  top  of  the  hill. 


LE^SSQN  ^L  VIII 
CITY   OR   COUNTRY 

Write  an  essay,  telling  whether  you  would  rather 
live  in  the  city  or  in  the  country,  and  give  reasons  for 
your  choice.  Be  careful  about  your  spelling  and  punc- 
tuation. 


PART    TWO 


/j  LESSON  I 

I 

CLASSES    OF    NOUNS 

1.  A  Noun  is  the  name  of   anything;  as,  London, 

city,  man,  hope. 

2.  A  Proper  Noun  is  the  name  of  a  particular  per- 
son, place,  or  thing  ;  as,  Charles,  London,  Towser. 

3.  A  Common   Noun  is  a  general  name,  and  can  be 

applied  to  any  one  of  a  class  ;  as,  boy,  city,  dog. 

Some  nouns  are  the  names  of  groups  of  persons  or  things  ;  as. 
audience,  fleet. 

Such  nouns  are  called  Collective  Nouns. 

4.  A  Collective  Noun  is  a  name  applied  to  a  group 

of  objects;  2,^, flock,  swarm,  compa7iy. 

Some  nouns  are  applied  to  qualities  or  conditions  of  persons 
or  things ;  as,  wisdom,  cold,  heigJit.  We  can  think  of  wisdojn, 
cold,  and  height  without  reference  to  any  particular  person  or 
thing  as  having  these  qualities  or  conditions.  Such  nouns  are 
called  Abstract  Noims. 

5.  An  Abstract  Noun  is  the  name  of  a  quality,  not 
of  a  substance ;  *  as,  beauty,  virtue,  wJiite^iess. 

Collective  and  abstract  nouns  are  common  nouns. 


*  A  ?ubst^nce  is  anything  that  has  weight. 
68 


CAPITALS  AND  PUNCTUATION  69 

6.  Name  the  subject,  predicate,  and  object  of  these 

sentences.     Copy  all   the    nouns,    placing   the  proper, 

the  common,  the  collective,  and  the  abstract  nouns  in 

separate  groups. 

The  collective  and  the  abstract  nouns  will  be  written  twice ; 
they  will  be  written  with  the  common  nouns  and  also  in  groups 
of  their  own. 

1.  The  Legislature  adjourned  at  ten  o^clock. 

2.  The  Mississippi   river  has  a  length  of  four  thousand 

miles. 

3.  The  lowing  herd  winds  slowly  o'er  the  lea. 

4.  Honor  and  shame  from  no  condition  rise. 

5.  Who  wrote  Paradise  Lost  f 

6.  Time  had  worn  deep  furrows  in  his  face. 

7.  The  lilac  bears  long  clusters  of  flowers. 

8.  A  gang  of  thieves  was  captured  by  the  police. 

9.  The  bravery  of  the  soldier  was  remarkable. 

7.  Diagram  the  sentences  in  paragraph  6. 


LESSON  II 
CAPITALS   AND   PUNCTUATION 

I.   A  capital  letter  should  be  used  — 

Ji^  For  the  first  letter  of  every  sentence. 

N^^  For  the  first  letter  of  every  proper  noun. 

3.  For  the  first  letter  of  every  line  of  poetry. 

A<;^1        4.  For  the  first  letter  of  every  direct  quotation. 

^l         5.  For  initials  that  represent  proper  nouns. 

'^<4>'  For  the  words  /  and  O. 

p^^      7;  For  the  first  letter  of  all  names  applied  to  the  Deity. 

^■""^    )^  For  the  first  letter  of  the  days  of  the  week  and  the 
\        months  of  the  year ;    but  the  names  of  the  seasons 
,        should  not  begin  with  a  capital. 


i^ 


70 


ENGLISH  GRAMMAR 


2.  A  letter  or  letters  are  often  used  for  a  word  of 
which  they  are  a  part ;  as,  Gen.  for  General,  dos,  for 
dozen.    These  shortened  forms  are  called  Abbreviations. 

3.  A  period  should  be  used  — 

1.  At  the  close  of  each  declarative  and  imperative  sen- 

tence. 

2.  After  each  initial. 

3.  After  every  abbreviation. 

4.  A  comma  should  be  used  — 

1.  To  separate  the   name  of  the  person  addressed  from 

the  remainder  of  the  sentence. 

If  the  name  is  not  at  the  beginning  or  end  of  the  sentence, 
two  commas  must  be  used. 

2.  To  separate  the  words  of  a  series. 

The  word  and  is  seldom  used  except  between  the  last  two  of 
a  series,  but  if  and  is  used  between  every  two,  no  comma  should 
be  used.  Examples  :  The  farmer  raises  wheat,  corn,  and  oats. 
The  farmer  raises  wheat  and  corn  and  oats. 

5.  The  interrogation  point  should  be  used  at  the 
close  of  every  interrogative  sentence. 

6.  Write  a  sentence  containing  a  noun  that  is  the 
name  of  — 

1.  A  class  of  animals. 

2.  A  class  of  trees. 

3.  A  class  of  buildings. 

4.  A  class  of  flowers. 

5.  A  special  animal. 

6.  A  special  building. 

7.  A  special  book. 

8.  A  class  of  books. 


/ 


GENDER  71 

7.  Write  a  sentence  containing  a  noun  that  names  a 
collection  of  ^^ri[\ 

1.  Bees.         -^'^^'^V^^^   ^  5.   Fish. 

2.  Soldiers.  -loa^^r-^-^S--^  -'  6.    Wolves. 

3.  Sailors.      '\JkX'^  >.  7-   Chickens. 

4.  Buffaloes.  ^^ -O  .  8.   Thieves. 

8.  Write    a   sentence   containing   an    abstract   noun 
meaning  nearly  the  same  as  — 

I.    Beautiful.  6.   Strong. 


2.  Cheerful.  7-    High. 

3.  Sweet.  V  8.   Wide. 

4- 

5.  Deceive.  lo-   Wise. 


u^^ 


Sweet.  y  o-    vvme. 

Proud. //VlAAiL  9.    Hard. 

J.   Deceive. 

%,  LESSON  III      y; 
^  GENDER 

Several  parts  of  speech  are  subject  to  changes  in  form  and 
meaning;  as,  boy,  boy's;  girl,  girls;  large,  larger;  read,  reads. 
Such  changes  of  form  or  meaning  are  called  Pr(j^erties  or  Modi- 
fications. \ '. 

1.  Gender  is  a  distinction  of  nouns  and  pronouns  in 
regard  to  sex. 

2.  Nouns  and  pronouns  that  refer  to  males  are  of  the 
Masculine  Gender ;  as,  father,  he,  Henry,  ki?ig. 

3.  Nouns  and  pronouns  that  refer  to  females  are  of 
the  Feminine  Gender ;  as,  sister,  she,  Mary,  qtieejt. 


72  ENGLISH  GRAMMAR 

4.  Nouns  and  pronouns  that  refer  to  objects  neither 
male  nor  female  are  of  the  Neuter  Gender ;  as,  tree^  city^ 
it,  JioiLse. 

5.  Nouns  and  pronouns  that  refer  to  either  males 
or  females,  or  both,  are  of  the  Commoji  Gender ;  as, 
parent,  bird,  they,  children. 

6.  Notice  these  nouns  : 

brother,   sister ;    lion,    lioness ;    manservant,    maidservant. 
You  w^ill  notice  that  the  gender  is  shown  in  different  v^fays. 

yy.  The  gender  of  nouns  is  shown  in  three  ways  :  by 
using  different  words,  by  using  different  endings,  and 
by  placing  different  words  before  a  noun  of  the  com- 
mon gender. 

8.  Copy  these  masculine  nouns,  and  opposite  each 
write  the  corresponding  feminine  form  : 

bachelor  husband  uncle  emperor 


boy 

king 

man 

Mr. 

brother 

nephew- 

actor 

he-goat 

father 

son 

tiger 

landlord 

^ 


Name  the  gender  of  each  noun  in  these  sentences  : 

1.  The  Greeks  were  brave  soldiers. 

2.  Idleness  is  the  parent  of  vice. 

3.  The  actress  was  weeping  bitterly. 

4.  The  moon  receives  its  light  from  the  sun. 

5.  Solomon   had    sheep,    oxen,    menservants,    and   maid- 

servants. 

6.  The  teacher  took  the  child  in  her  arms. 

7.  The  last  ray  of  sunshine  departed. 

8.  I  sat  beside  the  cheerful  fire. 

10.    Write  two  sentences  having   masculine  subjects 
and  feminine  objects. 


PERSON  73 

11.  Write  two  sentences  having  feminine  subjects 
and  neuter  objects. 

12.  Write  two  sentences  having  nouns  of  the  com- 
mon gender  for  subjects. 

The  tendency  of  modern  writers  is  to  omit  the  feminine  ending 
from  many  words  to  which  it  was  formerly  attached.  This  tendency 
should  be  encouraged,  for  we  have  no  need  of  such  words  as  author- 
ess^ editress.,  and  itistructress. 


LESSON  IV 
PERSON 


1.  Examine  these  sentences  : 

I.    I.  John,  am  sixteen  years  old. 
2-    Henry,  you  are  sixteen  years  old. 
3.    William  says  he  is  sixteen  years  old. 

You  will  observe  that  /  3.\idJohn  in  the  first  sentence  refer  to  the 
speaker,  that  Henry  and  you  in  the  second  sentence  refer  to  the 
person  spoken  to,  and  that  VVilliajn  and  he  in  the  third  sentence 
refer  to  the  person  spoken  of.  This  change  in  the  use  of  nouns  and 
pronouns  is  called  Person. 

2.  Person  is  that  property  of  a  noun  or  pronoun 
which  denotes  the  speaker,  the  person  spoken  to,  or  the 
person  spoken  of. 

3.  The  First  Person  denotes  the  speaker ;  as,  "  /, 
Pauly  am  an  apostle." 


V 


V  ^"^ 


74  ENGLISH  GRAMMAR 

4.  The  Second  Person  denotes  the  person  spoken  to ; 
as,  ''Jajnes,  come  here."  ''Mr.  President,  I  second  that 
motion." 

5.  The  Third  Person  denotes  the  person  or  thing 
spoken  of  ;  as,  **  Ccesar  was  a  general!'  ''  I  heard  the 
thunder  roar." 

6.  Name  the  gender  and  person  of  the  nouns  and 
pronouns  in  these  sentences  : 

1.  Friends,  I  am  glad  to  see  you. 

2.  Are  these  trees  old  ? 

3.  Are  you  here  too,  Brutus  ? 

4.  The  citizens  believe  that  they  are  not  in  the  wrong. 
p              5.  Queen  Victoria  was  Queen  of  England. 

6.   When  Lucy  had  solved  the  problem,  she  said,  "  I  have 
it." 

7.  Write  a  sentence  having  for  its  subject  — 

1 .  A  proper  noun,  masculine,  third  person. 

2.  A  pronoun,  masculine,  second  person. 

3.  A  pronoun,  feminine,  second  person. 

4.  A  pronoun,  neuter,  third  person. 

5.  A  pronoun,  masculine,  first  person. 

6.  A  common  noun,  feminine,  third  person. 

7.  A  common  noun,  common  gender,  third  person. 

%.   Write  a  sentence  having  for  its  object  — 

1.  A  noun,  masculine,  third  person. 

2.  A  pronoun,  second  person. 

3.  A  pronoun,  first  person. 

4.  A  noun,  feminine,  third  person. 

5.  A  pronoun,  neuter,  third  person. 

9.    Use  each  of  these  words  in  sentences  : 

fir,  fur  ;  hose,  hoes  ;  pray,  prey  ;  in,  inn  ;  peace,  piece  ; 
rode,  road,  rowed. 


NUMBER  75 

LESSON  V 
NUMBER 

1.  Examine  these  nouns  and  pronouns  : 

book,  books  ;  box,  boxes  ;  I,  we  ;  he,  they. 
You  will  observe  that  some  of  them  mean  one,  and  some  mean 
more  than  one.     This  change  in  meaning  is  called  Nutnber. 

2.  Number  is  that  modification  of  a  noun  or  pronoun 
by  which  it  denotes  one  or  more  than  one. 

3.  The  Singular  Ntimber  dQnotQs  but  one. 

4.  The  Plural  Number  denotes  more  than  one. 

5.  Most  nouns  form  the  plural  by  adding  s  to   the 
singular ;  as,  tree^  trees  ;  eagle^  eagles. 

6.  Notice  these  singular  and  plural  nouns  : 

dress,  dresses  ;  bench,  benches  ;  fox,  foxes  ;  dish,  dishes. 
If  you  add  s  to  these  singular  nouns,  you  will  find  that  you  cannot 
pronounce  them  without  making  an  additional  syllable.     The  plural 
of  such  nouns  is  formed  by  adding  es. 

7.  Nouns  ending  in  s,  ^,  x,  s/i,  and  c/i  form  the  plural 
by  adding  es. 

8.  Examine  these  singular  and  plural  nouns  : 

boy,  boys  ;  lady,  ladies. 

What  letter  precedes  /  in  6oy  ?     Is  it  a  vowel  or  a  consonant  ? 
What  letter  precedes  /  in  lady  ?    Is  it  a  vowel  or  a  consonant  ? 

9.  Nouns  ending  in  y  preceded  by  a  vowel  form  the 
plural  by  adding  s.      Nouns  ending  in  y  preceded  by 


'je  ENGLISH  GRAMMAR 

a  consonant  form  the  plural  by  changing  y  to  i  and 
adding  es. 

10.  Most  nouns  ending  in/ and /^  form  the  plural 
by  adding  s.  The  following  change  /  and  fe  to  v  and 
add  es. 

beef,  calf,  half,  knife,  leaf,  life,  shelf,  self,  thief,  wife,  wolf. 

11.  Write  the  plural  of  each  of  the  following  nouns, 
and  give  the  rule. 


latch 

body               brush 

county 

safe 

sky                   circus 

pony 

proof 

roof                  berry 

ferry 

wife 

chief      '          city 

baby 

daisy 

half                  turkey 

buggy 

LESSON  VI 

NUMBER 

ome  nouns 

form  their  plural  irregularly ;  : 

child, 

children ; 

goose,  geese ; 

foot,  feet ; 

man,  men ; 

mouse 

,  mice ; 

ox,  oxen ; 

tooth. 

teeth  ; 

woman,  womei 

2.  A  few  nouns  have  the  same  form  in  both  numbers  : 
as,  one  deer,  several  deer ;  one  sheep,  many  sheep. 

3.  Some  nouns  have  no  singular ;  as,  ashes,  scissors, 
tongs,  cattle. 


NUMBER  yy 

4.  Change  the  nouns  of  these  sentences  from  the  sin- 
gular to  the  plural,  and  write  the  sentences  correctly : 

1.  The  alley  is  narrow. 

2.  The  branch  is  long. 

3.  The  army  has  marched  a  long  distance. 

4.  The  monkey  is  a  cunning  animal. 

5.  A  fly  is  on  the  plate. 

6.  My  pony  is  black  and  my  ox  is  brown. 

7.  The  thief  stole  a  muff  and  a  calf. 

5.  Examine  these  sentences  : 

1.  This  man  is  old. 

2.  That  boy  is  skating. 

3.  These  men  are  old. 

4.  Those  boys  are  skating. 

6.  TJiis  and  tJiat  are  used  with  singular  nouns,  and 
these  and  those  with  plural  nouns. 

7.  Use  these  instead  of  this,  and  those  instead  of  that, 
and  rewrite  these  sentences  : 

1.  This  lady  has  a  bonnet. 

2.  That  ox  is  large. 

3.  That  tooth  is  decayed. 

4.  This  knife  has  two  blades. 

5.  Was  this  penny  made  in  1894? 

6.  That  wild  goose  is  going  south. 

8.  Fill  these  blanks  with  this,  that,  these,  and  those, 
in  turn,  and  write  the  sentences  correctly : 

1 .  I  do  not  like kind  of  apples. 

2.    sort  of  berries  is  not  sweet. 

3.  The  teacher   likes  to  have   kind  of  boys  in  his 

school. 

^)^Use  each  of  these  words  in  a  sentence  having  a 
singular  subject : 

fair,  fare ;  seller,  cellar ;  sent,  cent,  scent ;  gate,  gait ;  red, 
read;  sees,  seas,  seize. 


78  ENGLISH  GRAMMAR 

10.    Use  each  of  these  words  in  a  sentence  having  a 
plural  subject : 

lie,  lye  :  tax,  tacks  ;  pare,  pair,  pear ;  sell,  cell ;  ware,  wear ; 
to,  two,  too. 


LESSON   VII 
REVIEW 


1.  Write  the  plural  of  each  of  these  words: 

body  gallery  copy  dairy 

lily  kidney  journey  donkey 

pulley  poppy  child  truth 

gulf  valley  chimney  trout 

2.  Write  the  singular  of  these  nouns  : 

oxen  mice  wages  salmon 

series  measles  mumps  shears 

feet  swine  juries  thanks 

3.  Change  the  nouns  of  these  sentences  from  the 
singular  to  the  plural,  and  rewrite  the  sentences  : 

1.  The  lady  sang  a  song. 

2.  My  pony  has  white  feet. 

3.  The  leaf  of  the  palm  tree  is  large. 

4.  One  family  lives  in  that  old  house. 

5.  A  large  salmon  was  caught  in  the  river. 

4.  Name  the  gender,  person,  and  number  of  eacli 
noun  in  these  sentences  : 

1.  The  topaz  is  a  beautiful  gem. 

2.  The  traveler  delighted  us  by  singing  a  solo. 

3.  My  friends,  why  do  you  return  so  soon  ? 

4.  I,  John,  saw  all  these  things. 

5.  The  deer  were  admiring   themselves  in  the  brook. 

6.  The  farmer  was   breaking  prairie  with  three   yoke   of 

oxen. 

7.  Mr.  President,  I  rise  to  ask  a  question. 

5.  Diagram  the  sentences  in  paragraph  3. 


NOMINATIVE  AND  OBJECTIVE  CASE  79 

LESSON    VIII 
THE   NOMINATIVE    AND    THE    OBJECTIVE   CASE 

1.  Examine  these  sentences: 

1.  The  man  is  sick. 

2.  I  know  the  man. 

3.  The  book  belongs  to  the  man. 

4.  I  have  the  man's  hat. 

You  will  observe  that  a  noun  (or  a  pronoun)  may  have  differ- 
ent offices  in  a  sentence.  It  may  be  the  subject,  it  may  be  the  object 
of  a  verb  or  preposition,  or  it  may  denote  possession.  These  differ- 
ent offices  of  nouns  and  pronouns  are  called  Cases. 

2.  A  noun  or  pronoun  used  as  the  subject  of  a  sen- 
tence is  in  the  Nominative  Case. 

3.  A  noun  or  pronoun  used  as  the  object  of  a  verb 
or  preposition  is  in  the  Objective  Case. 

4.  Give  the  case  of  all  the  nouns  in  these  sentences : 

1.  The  dog  caught  the  pet  kitten. 

2.  Burgoyne  surrendered  at  Saratoga. 

3.  The  Second  Continental  Congress  convened  at  Phila- 

delphia. 

4.  The  temple  of  Jupiter  was  in  Rome. 

5.  The  dog  ran  under  the  house. 

6.  Can  the  deer  run  ? 

7.  Have  the  men  returned  from  the  city  ? 

8.  Education  gives  power. 

9.  Necessity  never  made  a  good  bargain. 
10.  No  man  can  hide  his  shame  from  heaven. 

5.  Write  two  sentences,  each  having  a  noun  in  the 
objective  case,  object  of  a  verb,  and  a  noun  in  the  ob- 
jective case,  object  of  a  preposition. 


80  ENGLISH    GRAMMAR 

6.  Examine  this  sentence  : 

Milton  was  a  poet. 
Ispoe^part  of  the  predicate?      Does  it  mean  the  same  person  as 
Milton?      Does  the  verb  was  express  action?      Can  poet  be  the 
object  of  was  / 

7.  When  a  noun  forms  part  of  the  predicate  and  de- 
notes the  same  person  or  thing  as  the  subject,  it  is  called 
a  Predicate  Noun,  or  Predicate  Nominative^  and  is  in 
the  same  case  as  the  subject. 

The  predicate  nominative  may  be  a  pronoun ;  as,  '^  I  am  he." 
The  predicate  nominative  is  sometimes   called   Attribute  Com- 
plement. 

8.  Name  the  predicate  noun  in  each  of  these  sen- 
tences : 

1.  Caesar  was  the  conqueror  of  Gaul. 

2.  Harvey  was  the  discoverer  of  the  circulation   of  the 

blood. 

3.  Grant  was  the  leader  of  the  army. 

4.  Defoe  was  the  author  of  "  Robinson  Crusoe." 

5.  They  had  been  friends  in  youth. 

6.  Washington  has  been  called  the  Father  of  his  Country. 


LESSON  IX     ^ 
THE  POSSESSIVE  CASE 

1.  A  noun  or  pronoun  used  to  denote  possession  is  in 
the  Possessive  Case. 

2.  In  these  sentences  examine  the  nouns  that  are  in 
the  possessive  case : 

1.  The  boy's  hat  is  torn 

2.  The  boys'  hats  are  torn. 

3.  The  child's  books  are  new. 

4.  The  children's  books  are  new. 


THE  POSSESSIVE  CASE  Si 

3.  Singular  nouns,  and  plural  nouns  not  ending  in  s, 
form  the  possessive  by  adding  the  apostrophe  (')  and  s. 

Plural  nouns  ending  in  s  form  the  possessive  by  adding 
the  apostrophe  only. 

When  you  wish  to  write  the  possessive  plural  of  a  noun,  write  the 
plural  first,  then  examine  it  before  you  decide  whether  to  add  the 
apostrophe  only  or  the  apostrophe  and  s. 

4.  Write  the  possessive  singular,  the  plural,  and  the 
possessive  plural  of  these  nouns  ;  thus  — 

Pos.  Sing.  Plural  Pos.  Plural 

boy's  boys  boys' 

bird,  man,  child,  dog,  lady,  woman,  box,  horse. 

5.  Change  these  expressions  to  the  form  of  the  pos- 
sessive case;  thus  — 


The  hat  of  the  lady  — The  lady's  hat. 

I. 

The  hats  of  the  ladies. 

2. 

The  store  of  the  farmers. 

3- 

The  shoes  of  the  children. 

4- 

The  feathers  of  the  bird. 

5- 

The  feathers  of  the  birds. 

6. 

The  wings  of  the  butterflies. 

7. 

The  tails  of  the  monkeys. 

8. 

The  records  of  the  ball  players. 

9- 

The  decision  of  the  judges. 

ID. 

The  words  of  the  speaker. 

II. 

The  words  of  the  speakers. 

12. 

The  clothing  of  the  men. 

13- 

The  horns  of  the  ox. 

14. 

The  horns  of  the  oxen. 

15- 

The  bridle  of  the  pony 

16. 

The  bridles  of  the  ponies. 

17- 

The  books  of  the  pupil. 

18. 

The  books  of  the  pupils. 

HOENSHEL'S  ENG.  GRAM. 


82  ENGLISH  GRAMMAR 


LESSON  X 
REVIEW 

I.    Name  the  case  of  each  noun  in  these  sentences  : 

1 .  The  teacher  and  pupils  heard  the  girl's  song. 

2.  December's  cold  and  dreary  days  are  here. 

3.  Caesar  conquered  Gaul. 

4.  Harvey  discovered  the  circulation  of  the  blood. 

5.  Grant  led  the  army. 

6.  Defoe  wrote  "  Robinson  Crusoe." 

7.  The  Romans  conquered  the  civilized  world. 

8.  The  grim  sexton  now  made  a  gesture  with   his  staff. 

9.  The  waves  rush  in  on  every  hand. 

r^  Grandfather's  chair  stood  by  the  fireside. 

11.  The  laws  of  nature  are  the  thoughts  of  God. 

12.  Franklin  invented  the  lightning  rod. 

13.  Fulton  was  the  inventor  of  the  steamboat. 

14.  The  people  of  Denmark,  Norway,  and  Sweden  are  called 

Scandinavians. 

15.  Roger  Williams  was  the  founder  of  Rhode  Island. 

16.  Lee  surrendered  his  army  to  Grant. 

"^.^Use  each  of  these  nouns  in  six  sentences: 
First,  in  the  nominative  case,  subject;  second,  in  the 
nominative  case,  predicate  ;  third,  in  the  objective  case, 
object  of  a  verb  ;  fourth,  in  the  objective  case,  object  of 
a  preposition  ;  fifth,  in  the  possessive  singular  ;  sixth,  in 
the  possessive  plural. 

squirrel,  coward,  pony. 

3.    We  now  see  that  the  modifications  of  nouns  are 
gender,  person,  number,  and  case. 


^  ^  DIAGRAMS  83 


LESSON  XI 

DIAGRAMS 

I.    Notice  this  diagram  : 

My  brother's  friend  is  an  author. 
friend  [ is     =    author. 


brother's 


My 


EXPLANATION 

A  noun  or  pronoun  in  the  possessive  case  is  placed  as  a  modifier 
of  the  word  denoting  the  thing  possessed. 

A  noun  or  pronoun  in  the  predicate  is  separated  from  the  verb 
by  two  dashes. 

2.  Diagram  the  sentences  in  paragraphs  4  and  8, 
Lesson  8;  and  paragraph  i,  Lesson  10. 


LESSON  XII 

REVIEW  ""y^ 

1.  Mention  two  or  more  nouns  that  denote  smaller 
classes  of  the  objects  denoted  by  each  of  these  nouns ; 
thus:  books  —  readers,  grammars;  flowers — roses,  lilies. 

books  mechanic  building  grass 

flower  mineral  insect  quadruped 

fruit  vegetable  bird  tree 

2.  Name  the  gender,  person,  number,  and  case  of 
each  noun  in  these  sentences : 

1.  On    Christmas,    Robert   received  a  beautiful    present 

from  his  uncle. 

2.  The  Esquimaux  endure  severe  cold  in  winter. 


r 


84  ENGLISH  GRAMMAR 

3.  My  friend's  horse  was  killed  by  hard  work. 

4.  The  wisest  men  sometimes  make  mistakes. 

5.  The  eagle  can  carry  a  lamb  in  its  talons. 

6.  Spring's  pleasant  days  are  here. 

7.  The  hero  of  the  story  should  be  a  brave  man. 

8.  The  visit  to  the  park  was  a  delightful  event. 

9.  Temperance  is  a  virtue. 

10.  Tadpoles  become  frogs. 

1 1 .  The  eye  is  the  organ  of  sight. 

3.  -^iagram  the  preceding  sentences. 


LESSON  XIII 
CLASSES   OF   PHRASES 

1.  A  modifier  may  be  a  phrase  ;  as  — 

1.  The  strength  of  the  lion  is  great. 

2.  The  President  lives  m  Washijigton. 

You  will  notice  that  of  the  lion  modifies  the  noun  strength,  and 
in  Washington  modifies  the  verb  lives. 

2.  A  phrase  modifying  a  noun  or  pronoun  is  an 
Adjective  Phrase^  and  a  phrase  modifying  a  verb,  an 
adjective,  or  an  adverb,  is  an  Adverb  Phrase. 

3.  Copy  the  phrases  in  these  sentences.  Place  the 
adjective  phrases  in  one  coUimn,  and  the  adverb  phrases 
in  another : 

1 .  The  sun  sets  in  the  west. 

2.  The  house  on  the  hill  is  large. 

3.  Hannibal  was  a  general  of  great  renown. 

4.  The  train  of  emigrants  went  slowly  over  the  prairie. 

5.  The  university  stands  on  a  hill. 

6.  The  water  of  the  ocean  is  salt. 


PARSING  85 

7.  A  large  number  of  bushels  of  wheat  was  carried  on  a 

train  of  twenty  cars. 

8.  The  city  of  Philadelphia  is  on  the  Delaware  River. 

4.  Write  three  sentences  containing  adjective  phrases. 

5.  Write  three  sentences  containing  adverb  phrases. 


LESSON  XIV 
PARSING 


1.  Parsing  a  word  is  naming  the  part  of  speech,  the 
class  or  subdivision  to  which  it  belongs,  all  its  modifica- 
tions, and  its  relations  to  other  words.* 

2.  The  following  is  the  order  for  parsing  nouns : 
noun,  class,  gender,  person,  number,  case,  syntax.  (By 
syntax  is  meant  the  office  of  the  noun  in  the  sentence.) 

EXAMPLES 

Columbus  was  a  sailor,  and  had  three  ships  in  his  fleet. 

Columbus  is  a  noun,  proper  ;  masculine  gender,  third  person,  sin- 
gular number,  nominative  case,  subject  of  the  verbs  was  and  had. 

Sailor  is  a  noun,  common ;  masculine  gender,  third  person,  sin- 
gular number,  nominative  case,  in  predicate  with  the  verb  was. 

Ships  is  a  noun,  common  ;  neuter  gender,  third  person,  plural 
number,  objective  case,  object  of  the  verb  had. 

Fleet  is  a  noun,  common ;  neuter  gender,  third  person,  singular 
number,  objective  case,  object  of  the  preposition  i7i. 

Remark.  —  At  first  pupils  should  say,  "masculine  gender,  third  per- 
son, singular  number,"  etc.,  but  after  they  are  familiar  with  the  order  they 
may  say  "  masculine,  third,  singular,"  etc. 

*  It  is  essential,  in  good  parsing,  to  have  a  regular  and  systematic 
order,  and  to  follow  the  same  order  all  the  time. 


86  ENGLISH  GRAMMAR 

3.    The  following  is  a  model  for  written  parsing  of  the 


noun: 


aass 

Gen- 
der 

Per- 
son 

Num. 
ber 

Case 

Syntax 

Columbus 
sailor 
ships 
fleet 

proper 
common 
common 
common 

mas, 
mas. 
neu. 
neu. 

third 
third 
third 
third 

sing, 
sing, 
plural 
sing. 

nom. 
nom. 
obj. 
obj. 

subject  of  was  and    had. 
predicate  with  was. 
object  ot  had. 
object  of  in. 

4.  Name  the  subjects,  predicates,  and  objects  in  these 
sentences.  Pick  out  the  adjective  and  adverb  phrases, 
and  tell  what  word  each  phrase  modifies.  Tell  what 
part  of  speech  each  word  is.  Parse  all  the  nouns  ac- 
cording to  the  preceding  model. 

I .   A  pretty  shawl,  warm  and  white,  was  wrapped  around 
the  baby. 
Young  persons  should  take  exercise  in  the  open  air. 
Time  and  tide  wait  for  no  man. 
Hollanders  can  skate  fast  and  well. 
After  breakfast  the  traveler  started  on  his  way. 
Examine  the  teacher's  solution  carefully. 
The  West  Indies  are  islands  in  the  Atlantic  Ocean. 
Honesty  is  the  best  policy. 
The  workman  did  a  good  day's  work 
Wit  is  not  always  wisdom. 

Notice  this  diagram : 
Study  your  lessons  carefully  and  thoughtfully. 


2. 
3- 

4. 

5- 
6. 

7- 
8. 

9- 
10. 


5- 


X         1 

stud] 

^ 

and 

lessons 

your 

thoughtfull 

y- 

ca 

refully 

As  the  subject  (you)  is  not  expressed,  we  put  a  cross  (  x  )  in  its 
place. 

6.    Diagram  the  sentences  in  paragraph  4. 


THE  NOUN  8; 

LESSON  XV 

THE  NOUN 

Write  an  essay  on  the  noun,  telling  all  you  can  about 
its  classes  and  properties,  and  giving  at  least  one  exam- 
ple after  each  definition. 


LESSON  XVI 
CLASSES   «F   PRONOUNS 


< 


1.  A  Pr^nsun  is  a  ward  used  instead  of  a  n^un. 

2.  The   Antecedent   »f    a    pr©n«un    is    the  w«rd  f»r 

which  it  stands. 

S»me  fr^nouns,  as  /,  ymi^  and  he,  sh»w  liy  their  i%xm.  whether 
they  stand  far  the  speaker,  the  person  spoken  t»,  ©r  the  person 
spoken  ^.     They  are  called  Personal  Pratimins. 

3.  A  Personal  Pronoun  is  one  that  indicates  its  per- 
son by  its  form. 

4.  The  following  are  the  personal  pronouns: 

SINGULAR 

Nominative I  thou      you      he      she    it 

Possessive my      thy        your     his     her    its 

OBjECxrvE me       thee       you       him    her    it 

PLURAL 

Nominative we  ye,  you  they 

Possessive our  your  their 

Objective us  you  them 


88  ENGLISH  GRAMMAR 

The  possessive  forms  given  above  are  used  with  nouns,  but  the 
forms  mitie,  thine,  hers,  ours,  yours,  and  theirs  are  used  v^^hen  no 
noun  follows  the  possessive  ;  as  — 
That  is  my  pencil. 
That  is  mine. 
The  nominative  forms  should  not  be  used  as  the  object,  nor  the 
objective  forms  as  the  subject  or  predicate  nominative. 

5.  Sometimes  self  or  selves  is  added  to  the  personal 
pronouns.     They   are    then   called  Compoimd  Personal 

Pr07lOH7lS. 

The  Compound  Personal  Pronouns  are  myself,  thyself,  yoursef 
hijnself  hersef  and  itsef,  in  the  singular,  and  the  plurals  ourselves, 
yourselves,  and  the?nselves. 

6.  Examine  these  sentences: 

1.  Who  has  my  book  ? 

2.  Which  is  right  ? 

3.  What  have  you  ? 

In  these  sentences  who,  which,  and  what  stand  for  the  names  that 
represent  the  answers  to  the  questions  ;  therefore,  they  are  pro- 
nouns. They  are  used  to  ask  questions  ;  therefore,  they  are  called 
Interrogative  Pro7iou7is. 

7.  An  Interrogative  Pronoun  is  one  used  in  asking 

questions. 

The  interrogative  pronouns  are  who,  which,  and  what.  Whose  is 
the  possessive  form  of  who  and  which,  and  whom  is  the  objective 
form  oiwho. 

8.  Examine  these  sentences: 

1.  Some  (men)  are  rich. 

2.  Each  (pupil)  must  study  for  himself. 

3.  This  book  is  yours,  that  (book)  is  mine. 

In  these  sentences,  if  we  use  the  words  in  parentheses,  the  words 
some,  each,  and  that  are  adjectives.  If  we  omit  the  words  in  parenthe- 
ses, the  words  some,  each.,  and  that  take  their  place,  or  stand  for 
them.     Therefore,  they  are  called  Adjective  Frojiouns. 


i 


RELATIVE  PRONOUNS  89 

9.    An  Adjective  Pronoun  is  one  that  performs  the 
offices  of  an  adjective  and  a  noun. 

10.  Point  out  all  the  pronouns  in  these  sentences, 
and  tell  whether  they  are  personal,  interrogative,  or 
adjective  : 

1.  Who  defeated  Napoleon? 

2.  Many  do  not  obtain  their  wishes. 

3.  Who  is  he  ? 

4.  I  heard  her  request. 

5.  These  are  white,  but  those  are  black. 

6.  I  saw  them  when  they  did  it. 

11.  Write  two  sentences,  each  containing  — 

1.  A  personal  pronoun. 

2.  A  compound  personal  pronoun. 

3.  An  interrogative  pronoun. 

4.  An  adjective  pronoun. 


^^ 


V. 


LESSON  XVII 
RELATIVE    PRONOUNS 


T.    Many  sentences  contain  more  than  one  statement, 
as  you  will  see  by  examining  the  following : 

1.  The  owner  of  the  house,  who  is  a  rich  man,  lives  in 

New  York. 

2.  This  animal,  which  is  a  lion,  was  captured  in  Africa. 

3.  The  book  that  lies  on  the  table  is  a  reader. 

In  these  sentences  the  words  luho,  which,  and  that  are  used 
instead  of  the  nouns  owner,  animal,  and  book ;  therefore  they  are 
pronouns.  The  antecedent  of  who  is  owner,  the  antecedent  of 
•which  is  animal,  and  the  antecedent  of  that  is  book. 


90  ENGLISH  GRAMMAR 

You  ^will  observe  that  each  of  these  pronouns  is  a  connective, 
connecting  the  two  statements  in  each  sentence.  Such  pronouns 
are  called  Relative  Pronouns. 

2.  The  pronouns  ivho,  which,  and  that,  when  not 
used  in  asking  questions,  are  Relative  Pronouns. 

3.  Name  the  relative  pronouns  in  these  sentences  : 

1.  I  know  the  man  who  built  this  boat. 

2.  The  figs  which  we  ate  came  in  a  neat  box. 

3.  The  storm  that  came  so  suddenly  did  much  damage. 

4.  The  evil  that  men  do  lives  after  them. 

5.  None  knew  the  sorrow  that  she  felt. 

6.  The  eye,  which  sees  all  other  things,  cannot  see  itself. 

7.  He  who  cannot  read  needs  a  teacher. 

8.  He  that  has  bad  luck  usually  gets  bad  treatment. 

4.  Write  three  sentences,  each  containing  a  relative 
pronoun. 

"Y'-Name  all  the  pronouns  in  these  sentences,  and 
tell  whether  they  are  personal,  interrogative,  adjective, 
or  relative : 

1.  Who  built  the  first  house  in  this  city? 

2.  These  books  are  large,  those  are  small. 

3.  The  little  girl  went  with  her  mother. 

4.  Boys  often  injure  themselves  while  they  are  playing. 

5.  The  boy  who  threw  the  stone  has  not  been  caught. 

6.  What  did  he  say? 

7.  That  is  the  same  story  that  you  read  yesterday. 

8.  He  will  fulfill  his  promise. 

9.  We  respect  those  v^^ho  respect  themselves. 

10.  We  ourselves  are  to  blame. 

11.  This  is  wrong. 

6.  Since  pronouns  take  the  place  of  nouns,  they 
have  the  same  modifications  as  nouns. 


FORMS  OF  PRONOUNS  91 

LESSON  XVIII 
CORRECT  FORMS  OF  PRONOUNS 

1.  Examine  these  sentences  : 

1.  John  learns  because  he  studies. 

2.  The  lady  supported  herself  hy  sewing. 

3.  All  men  must  do  their  duty. 

You  will  notice  that  he  agrees  with /<?//;/  (its  antecedent)  in  gender, 
person,  and  number;  that  herself  2.gYets  with  lady,  and  their  agrees 
with  men.  You  will  also  notice  that  these  pronouns  do  not  all  have 
the  same  case  as  their  antecedents. 

2.  A  pronoun  must  have  the  same  gender,  person, 
and  number  as  its  antecedent,  but  its  case  depends  on 
its  office  in  the  sentence. 

3.  Give  the  gender,  person,  and  number  of  these 
pronouns : 

1.  The  rich  man  left  all  his  money  to  his  children. 

2.  The  little  animal  ran  to  its  hiding  place. 

3.  The  queen  dismissed  her  waiting  maid. 

4.  Hail  to  the  chief  who  in  triumph  advances. 

5.  He  that  is  slow  to  anger  is  better  than  the  mighty. 

6.  Do  you  know  that  girl  who  recently  joined  our  class.-* 

4.  Give  the  gender,  person,  and  number  of  the  pro- 
nouns in  the  sentences  given  in  paragraph  10,  Lesson 
16,  and  in  paragraphs  3  and  5,  Lesson  17. 

5.  Notice  the  case  forms  of  these  pronouns: 

1.  It  is  I. 

2.  It  is  he. 

3.  It  was  she. 


92  ENGLISH  GRAMMAR 

4.  It  was  they. 

5.  It  was  James  and  I. 

Observe  that  the  nominative  form  should  be  used  when  a  pro- 
noun is  in  predicate  with  a  verb. 

6.    Fill  each  of  these  blanks  with  a  personal  pronoun  : 

1.  Who  did  that  ?     It  was— — . 

2.  Was  it or ? 

3.  Who  are  these?     It  is  Jennie  and . 

4.  Have and been  to  the  city? 

5.  and arrived  last  week. 

6.  I  thought  it  was , 

7.  It  could  not  have  been . 

8.  Lucy and are  in  the  same  class. 


LESSON  XIX 
PARSING 


I.  The  following  is  the  order  for  parsing  pronouns  : 
Class ;  gender,  person,  number  (to  agree  with  its  anteced- 
ent) ;  case,  syntax. 

EXAMPLES 

The  boy  learns  because  he  studies. 
He  is  a   pronoun,  personal ;  masculine,   third,  singular,  to  agree 
with  its  antecedent,  boy,  nominative,  subject  of  the  verb  studies. 
I  have  her  book. 
/  is  a  pronoun,  personal ;  common  gender,  first,  singular,  to  agree 
with  its  antecedent,  the  speaker;    nominative,  subject  of  the  verb 
have. 

Her  is  a  pronoun,  personal ;  feminine,  third,  singular,  to  agree 
with  its  antecedent,  the  person  spoken  of;  possessive,  possessor  of 
book. 

Who  are  you?     (You  are  who?) 

You  is  a  pronoun,  personal ;  common,  second,  plural,*  to  agree 

*  Yon  should  always  be  parsed  as  plural,  because  it  always  requires  a 
plural  verb. 


^^9-^9^  m^fx^DuC^  I  0  ^ 


PARSING 


93 


with  Its  antecedent,  the  person  or  persons  addressed ;  nominative, 
subject  of  the  verb  are. 
Who  is  going  ? 
IV^o  is  a  pronoun,  interrogative ;  common,  third,    singular,   to 
agree  with  its  antecedent,  the  person  spoken  of;  nominative,  subject 
of  the  verb  z's  going. 

2.    Model  for  written  parsing. 

She  studies  her  lessons.  \   - 


Class 

Gender 

Person 

Num- 
ber 

A  ntecedent 

Case 

Syntax 

she 

per. 

fem. 

third 

sing. 

per.  spoken  of 

nom. 

sub.  of  studies. 

her 

per. 

fern.       third 

sing. 

she 

pos. 

possesses  lessons. 

3.    Parse  the  pronouns  in  these  sentences  : 

I.    My  friends  visit  me  often. 

2.    We  improve  ourselves  by  close  application. 

3.    Mary's  mother  sent  her  to  school. 

4.    Who  robbed  the  bird's  nest? 

5.    This  is  not  right. 

6.    Very  few  injure  themselves  by  too  much  study. 

7.    What  did  he  do? 

8.    Thou  shalt  not  kill. 

9.    Did  Mary  and  Lucy  recite  their  lessons  correctly? 

10 

.   Wei 

bllowe( 

i  the  fox  to  its  den. 

^A,    Diagram  the  sentences  in  the  above  paragraph. 


LESSON  XX 
REVIEW 


Write  a  sentence  having  for  its  subject  — 

1 .  A  personal  pronoun,  first,  singular. 

2.  A  personal  pronoun,  first,  plural. 

3.  A  personal  pronoun,  second,  plural. 

4.  A  personal  pronoun,  masculine,  third,  singular. 

5.  A  personal  pronoun,  neuter,  third,  singular. 


94  ENGLISH  GRAMMAR 

6.  A  personal  pronoun,  common,  third,  plural. 

7.  An  interrogative  pronoun. 

8.  An  adjective  pronoun,  singular. 

9.  An  adjective  pronoun,  plural. 

2^  Write  a  sentence  having  for  its  predicate  nomina- 
tive— 

1.  A  personal  pronoun,  third,  singular. 

2.  A  personal  pronoun,  common,  third,  plural. 

3.  A  personal  pronoun,  common,  first,  plural. 

4.  A  personal  pronoun,  common,  first,  singular. 

3.    Write  a  sentence  having  for  its  object  — 

1 .  An  adjective  pronoun,  singular. 

2.  An  adjective  pronoun,  plural. 

3.  A  personal  pronoun,  masculine,  third,  singular. 

4.  A  personal  pronoun,  third,  plural. 

5.  A  personal  pronoun,  feminine,  third,  singular. 

6.  A  personal  pronoun,  neuter,  third,  plural. 


•< 


LESSON  XXI 

1.  Write  sentences,  using  nine  different  personal 
pronouns  as  predicate  nominatives. 

2.  Write  an  essay  on  the  pronoun,  defining  the  dif- 
ferent classes  and  modifications,  and  illustrate  each 
definition  by  examples. 

This  outline  will  aid  you  : 


Classes 


Personal  f  Gender 

Relative  I  Person 

Interrogative  Modifications  j  Number 
Adjective  I  Case 


CAPITALS  AND  PUNCTUATION  95 

LESSON  XXIT 
CAPITALS  AND  PUNCTUATION 

1.  Review  the  rules  for  punctuation  and  the  use  of 
capitals  given  in  Lesson  2. 

2.  Insert  the  proper  capitals  and  punctuation  marks 
in  these  sentences.  Use  quotation  marks  where  neces- 
sary : 

1.  What  is  so  rare  as  a  day  in  June,  asks  Lowell 

2.  with  fingers  weary  and  worn, 

with  eyelids  heavy  and  red, 
a  woman  sat  in  unwomanly  rags, 
plying  her  needle  and  thread. 

3.  My  friend's  name   is  henry  m  smith,  and   he   lives  in 

boston,  mass. 

4.  how  manifold  are  thy  works  o  lord. 

5.  School  will  begin  next  Wednesday,  and  will   close   in 

may. 

6.  Have  you  read  the  life  of  Gen  Grant 

7.  Rover  come  here 

8.  Are  your  lessons  prepared  girls 

9.  Will  you  tell  me  mother  where  the  birds  are  going 

10.  Coal  gold  silver  and  copper  are  found  in  Colorado. 

11.  The  desert  of  Sahara  is  large  sandy  and  sterile. 

12.  Where  are  you  going  my  little  man  said  the  gentleman. 

13.  Days  months  and  ages  shall  circle  away 

14.  It  was  a  dark  desolate  region. 

15.  Adieu  adieu  my  native  land  said  Byron. 

16.  Dr  Samuel  Johnson  was  born  in  Lichfield  England  in 

1709. 

17.  The  settlement  was  made  at  Jamestown  Va 

3.  Write  sentences  illustrating  all  the  rules  you  have 
learned  for  the  use  of  capitals  and  punctuation  marks. 


v^ 


96  ENGLISH  GRAMMAR 

LESSON  XXIII 
CLASSES   OF   ADJECTIVES 

1.  An  Adjective  is  a  word  used  to  modify  a  noun  or 
pronoun. 

2.  Examine  these  phrases  : 

ripe  apples,  large  apples,  three  apples,  this  apple. 
You  will  observe  that  ripe  and  large  tell  the  kind  or  quality  of 
the  apples,  but  three  and  this  do  not  tell  the  kind  or  quality. 

3.  A  Descriptive  Adjective  is  one  that  describes  a 
noun  or  pronoun  by  expressing  some  quahty  belonging 
to  it ;  as,  good  boys,  small  trees. 

4.  A  Definitive  Adjective  is  one  that  does  not  express 
a  quality  •  as,  several  boys,  those  trees. 

5.  Separate  these  adjectives  into  two  lists,  one  con- 
taining the  descriptive  and  the  other  the  definitive  : 

high,  low,  green,  long,  one,  hot,  full,  deep,  beautiful,  short, 
first,  last,  sweet,  hard,  that,  the,  heavy,  a,  an,  sharp, 
those. 

6.  Some  adjectives  are  derived  from  proper  nouns ; 
as,  American  from  A^n erica,  Spanish  from  Spain,  etc. 
These  are  called  Proper  Adjectives,  and  each  should 
begin  with  a  capital. 

7.  Write  a  proper  adjective  derived  from  — 

England,  France,  Ireland,  Mexico. 

8.  Use  in  a  sentence  each  of  the  proper  adjectives 
you  wrote  in  paragraph  7. 


COMPARISON  OF  ADJECTIVES  97 

9.  Examine  these  sentences  : 

1.  Jane's  apple  is  sweet. 

2.  Lucy's  apple  is  sweeter  than  Jane's. 

3.  Stella's  apple  is  the  sweetest  of  all. 

The  apples  referred  to  have  the  quality  of  sweetness,  but  they  do 
not  have  the  same  degree  of  sweetness.  Adjectives  express  three 
different  degrees  of  quality,  and  as  they  express  these  different 
degrees  when  two  or  more  objects  are  compared,  these  degrees  are 
called  Degrees  of  Comparison. 

10.  Descriptive  Adjectives  have  three  degrees  of 
comparison  :  the  Positive^  the  Comparative,  and  the 
Superlative. 

Giving  the  different  degrees  of  an  adjective  is  called  Comparing 
it,  or  giving  its  Comparison. 

Comparison  is  the  only  modification  belonging  to  adjectives. 

11.  Compare  these  adjectives  : 

slow,  quick,  rough,  large. 

12.  Adjectives  of  one  syllable  form  the  comparative 
by  adding  er  to  the  positive,  and  the  superlative  by 
adding  est  to  the  positive. 

If  you  should  compare  ignorant  according  to  the  above  rule,  you 
would  have  ignorant^  ignoranter,  ignorantest.  This  does  not  sound 
well ;  therefore,  such  words  are  compared  by  using  more  and  most ; 
thus,  ignorant,  more  ignorant,  most  ignorant. 

13.  Adjectives  of  more  than  two  syllables  are  com- 
pared by  placing  before  the  positive  77tore  for  the  com- 
parative, and  most  for  the  superlative. 

14.  Compare  these  adjectives : 

beautiful,  voracious,  intelligent,  comprehensive. 
hoenshel's  eng.  gram. —  7  ^^ 


98  ENGLISH  GRAMMAR 

,1 
LESSON  XXIV 

RULES   FOR   COMPARISON 

1.  Notice  the  comparison  of  these  adjectives: 

Positive  Comparative  Superlative 

pretty,  prettier,  prettiest ; 

gentle,  gentler,  gentlest ; 

truthful,  more  truthful,  most  truthful; 

splendid,  more  splendid,  most  splendid. 

2.  Adjectives  of  two  syllables  ending  in  y  or  silent  e 
are  compared  by  using  er  and  est.  Most  other  adjec- 
tives of  two  syllables  are  compared  with  more  and 
most. 

Many  words  are  made  from  other  words  by  placing  one  or  more 
letters  before  or  after  them  ;  thus,  old^  older ;  kind,  inikind. 

3.  One  or  more  letters  added  to  the  end  of  a  word 
are  called  a  suffix,  but  when  they  are  placed  before  a 
word,  they  are  called  2.  prefix. 

4.  Notice  these  words  : 

pretty,  prettier,  prettiest ;  try,  tries,  tried,  trying. 

.  5.  Words  ending  in  y  preceded  by  a  consonant, 
change  y  to  i  when  a  suffix  is  added  not  beginning 
with  i.     (Adjectives  of  one  syllable  are  exceptions.) 

6.    Notice  these  words  : 

thin,    thinner,    thinnest ;    sit,     sitting ;     plan,     planning, 
planned ;  occur,  occurred,  occurring. 


(t-< 


COMPARISON  QY  ADJECTIVES  99 

7.  Words  of  one  syllable,  and  words  of  more  than 
one  syllable  accented  on  the  last,  ending  in  a  single 
consonant  preceded  by  a  single  vowel,  double  the  final 
consonant  before  a  suffix  beginning  with  a  vowel.  ^'vs 

If  you  add  er  or  est  to  wise,  and  ed  or  ing  to  love,  you  will 
notice  that  the  final  e  of  wise  and  love  is  dropped  before  the 
suffix  is  added.  / 

8.  Words  ending  in  silent  e  drop  the  e  before  a  suffix 
beginning  with  a  vowel.* 

9.  Compare  these  words.  (Pay  particular  attention 
to  the  spelling.) 

hot,  happy,  sad,  noble,  big,  lazy,  treacherous,  jolly,  able, 
white,  peaceful,  thin,  red,  thick. 

10.  Some  very   common   adjectives   are  irregular  in 

their  comparisons  ;  as  — 

Positive  Comparative  Superlative 

good,  better,  best ; 

bad,  worse,  worst ; 

ill,  worse,  worst ; 

little,  less,  least ; 

much,  more,  most ; 

many,  more,  most. 

11.  A  few  descriptive  adjectives,  from  their  meaning, 

cannot  be  compared  ;  as  — 

perfect,  square,  round,  perpendicular.     (If  anything  is  per- 
fect, it  cannot  be  made  more  perfect.) 


♦These  three  important  rules  of  spelling  should  not  be  neglected. 
Pupils  should  be  drilled  on  them  until  they  can  apply  them  without 
making  mistakes. 


100  ENGLISH  GRAMMAR 


LESSON   XXV 


REVIEW 

/rite  the 

comparisons 

of  these  adji 

sctives  : 

little 

bad 

many 

short 

gentle 

ancient 

merry 

great 

sweet 

attractive 

lofty 

famous 

perfect 

heavy 

clear 

thick 

broad 

wide 

sick 

rough 

noble 

deep 

red 

sly 

2.  The  adjectives  a,  an,  and  the  are  sometimes  called 
Articles.  A  is  used  before  words  beginning  with  a 
consonant  sound,  and  an  before  words  beginning  with 
a  vowel  sound. 

3.  The  following  is  the  order  for  parsing  an  adjec- 
tive :  Class,  degree,  compare  it,  name  the  word  it 
modifies. 

EXAMPLE 

The  landscape  is  beautiful. 

Beautiful  is  an  adjective,  descriptive ;  positive ;  compared, 
beautiful,  more  beautiful,  most  beautiful;  it  modifies  landscape. 

4.  Parse  the  adjectives  in  these  sentences : 

1.  The  field  is  large  and  fertile. 

2.  The  ball  is  round. 

3.  New  York  is  smaller  than  Texas. 

4.  This  entire  country  once  belonged  to  the  wild  Indians. 

5.  Some  crimes  are  worse  than  others. 

6.  Great  men  are  not  always  wise. 

7.  True  courage  is  cool  and  calm. 

8.  Sixty  minutes  make  an  hour. 

9.  She  is  more  precious  than  rubies. 


REVIEW  lOI 

10.  The  day  was  cloudy  and  the  sea  was  very  rough. 

11.  The  noblest  mind  the  best  contentment  has. 

5.    Diagram  sentences  i,  2,  4,  6,  7,  8,  and   11  of  the 
above  list. 


LESSON  XXVI 
WRITTEN  REVIEW 


1.  Write  answers  to  the  following  questions : 

What  is  an  adjective.?  How  many  classes  of  adjectives?  Name 
and  define  each.  Which  class  is  compared?  How  many  degrees 
of  comparison  do  adjectives  have?  Name  them.  How  are  adjec- 
tives of  one  syllable  compared?  Of  three  syllables?  What  adjec- 
tives of  two  syllables  are  compared  like  adjectives  of  one  syllable? 
What  adjectives  cannot  be  compared? 

What  three  rules  of  spelling  have  you  learned?  Give  examples 
of  each. 

When  should  a  be  used?     When  should  aji  be  used? 

Are  adjectives  always  placed  before  the  words  they  modify?  Are 
they  ever  used  in  the  predicate  with  a  verb?  If  so,  give  an  ex- 
ample. 

2.  Arrange  your  answers  to  the  preceding  questions 
so  as  to  make  a  connected  essay. 


LESSON  XXVII 
REVIEW 


I.    Fill  these  blanks  with  personal  pronouns 

1.  It  is who  is  standing  by  the  gate. 

2.  It  is who  are  coming  to  work. 

3.  It  is who  wants  to  go,  not 


102  ENGLISH  GRAMMAR 

4.  Who  is  there?     Is  it 

5.  Is  it who  am  expected  to  teach  this  class? 

6.  Is  it who  is  expected  to  arrive  soon? 

7.  Halt!     Who  comes  there?     It  is 

8.  Are  you who  was  expected? 

2.  Sometimes  a  word  may  be  expanded  into  a  phrase  ; 
as,  Jionest  men  =  men  of  honesty. 

3.  Change  the  adjectives  printed  in  italic  to  phrases  : 

1.  Sensible  men  sometimes  differ. 

2.  This  is  a  inathe7natical  problem. 

3.  The  snake  was  lying  in  \\s>  grassy  bed. 

4.  The  Spanish  gentleman  has  departed. 
5     Courageous  men  are  needed. 

6.    Wooden  spoons  were  once  used. 

4.  Add  phrases  to  these  sentences  : 

1.  I  shall  go  to  school . 

2.  We  have  a  holiday . 

3.  Cotton  is  grown . 

4.  Tea  is  brought . 

5.  Columbus  sailed . 

6.  Houses  are  built . 

5.  Parse  the  nouns,  pronouns,  and  adjectives  in  these 
sentences : 

1.  The  knife  was  sharp  and  keen. 

2.  To-morrow  we  shall  be  gay  and  happy. 

3.  The  day  is  long  and  dark  and  dreary. 

4.  Frank  will  sometime  be  a  famous  man. 

5.  The  audience  at   the  concert  was  respectful  and  atten- 

tive. 
Why  is  no  comma  required  in  the  third  sentence? 

6.  Diagram  the  sentences  in  paragraph  5. 


THE  VERB  103 


LESSON  XXVIII 
CLASSES  OF  VERBS 

1.  A  Verb  is  a  word  that  denotes  action  or  being. 

2.  Examine  these  sentences  : 

1.  The  boys  walk. 

2.  The  boys  walked. 

3.  The  boys  will  walk. 

What  time  is  expressed  by  the  first  sentence?  By  the  second.'' 
By  the  third  ? 

In  speaking  of  the  time  expressed  by  verbs,  we  use  the  word  tense 
instead  of  the  word  time.  We  say  a  verb  is  in  the  Present  Tense, 
Past  Tense,  or  Future  Tense. 

Which  tense  denotes  present  time.?     Past  time?     Future  time? 

3.  Examine  these  sentences  : 

1.  The  boys  walk. 

2.  The  boys  are  walking. 

3.  The  boys  walked. 

4.  The  boys  have  walked. 

In  what  tense  is  the  verb  of  the  first  sentence?  Of  the  second? 
Of  the  third? 

What  is  the  past  tense  of  walk  ?  How  is  it  formed  from  walk  ? 
What  form  oiwalk  is  used  with  are  in  the  second  sentence?  With 
have  in  the  fourth  sentence  ? 

4.  The  form  of  the  verb  ending  in  mg  and  the  form 
used  with  have  are  called  Participles.  Walking  is  the 
present  participle  and  walked  \s  \.\iQ  past  participle  of  the 
verb  walk. 

5.  Write  opposite  each  of  these  verbs  (i)  its  present 


I04  ENGLISH  GRAMMAR 

participle,  (2)  its  past  tense,  and  (3)  its  past  participle. 

Watci  your  spelling : 

chop,  play,  hop,  cry,  study. 

You  will  observe  that  the  past  tense  and  the  past  participle  of  all 
the  above  verbs  end  in  ed.     Such  are  called  Regular  Verbs. 

6.  Write  opposite  each  of  these  verbs  its  present 
participle,  its  past  tense,  and  its  past  participle  : 

write,  see,  do,  go,  catch. 

You  will  notice  that  the  past  tense  and  past  participle  of  these 
verbs  do  not  end  in  ed.     Such  are  called  Irregular  Verbs. 

7.  A  Regular  Verb  is  one  that  forms  its  past  tense 
and  past  participle  by  adding  ed  to  the  present,  in  ac- 
cordance with  the  rules  of  spelling.* 

8.  An  Irregular  Verb  is  one  that  does  not  form  its 
past  tense  and  past  participle  by  adding  ed  to  the 
present. 

9.  Copy  these  verbs,  placing  the  regular  ones  in  one 
list,  and  the  irregular  in  another : 


blow 

fly 

jump 

sail 

whip 

know 

break 

say 

fight 

work 

destroy 

enjoy 

wear 

travel 

run 

take 

pity 

give 

call 

pray 

see 

do 

bind 

draw 

10.    Write  opposite  each  of  the  preceding  verbs  its 
present  participle,  its  past  tense,  and  its  past  participle. 

*  Some  authors  say  "  by   adding  d  or   ed.''''     The  above   definition  is 
better,  because  it  is  true. 


CLASSES  OF  VERBS  105 

LESSON  XXIX 
TRANSITIVE   AND    INTRANSITIVE    VERBS 

1.  You  have  already  learned  that  some  verbs  require 
an  object  to  complete  their  meaning,  and  some  do  not ; 
as  — 

1 .  The  dog  caught . 

2.  The  dog  barks. 

The  meaning  of  the  first  sentence  is  not  complete ;  we  need  a 
word  to  name  the  object  that  the  dog  caught. 

The  meaning  of  the  second  sentence  is  complete  without  adding 
another  word. 

2.  A  Transitive  Verb  is  one  that  requires  an  object 
to  complete  its  meaning. 

3.  An  hitransitive  Verb  is  one  that  does  not  require 
an  object  to  complete  its  meaning. 

4.  Pick  out  the  verbs  in  these  sentences,  and  tell 
whether  they  are  regular  or  irregular,  transitive  or 
intransitive  : 

1.  The  boy  threw  the  ball. 

2.  A  poor  man  wants  some  things. 

3.  A  covetous  man  wants  all  things. 

4.  Some  roses  bloom  early. 

5.  The  rain  moistened  the  ground. 

6.  This  industrious  boy  received  a  suitable  reward. 

7.  Many  wild  beasts  inhabit  Africa. 

8.  A  soft  answer  turneth  away  wrath. 

9.  Industry  leads  to  wealth. 

5.  Diagram  the  preceding  sentences. 


I06  ENGLISH  GRAMMAR 

6.  Write  three  sentences,  each  containing  — 

1.  A  regular,  transitive  verb. 

2.  An  irregular,  transitive  verb. 

3.  A  regular,  intransitive  verb. 

4.  An  irregular,  intransitive  verb. 

7.  We  have  now  learned  that  verbs  are  divided  into 
classes,  as  follows : 


I.    According  to  form 


(  Regular. 
I  Irregular. 

(Transitive. 

2.   According  to  Meaning ,  ^  ^ 

*  *  (  Intransitive. 


LESSON  XXX 
VOICE 


1.  Examine  these  sentences  : 

1.  Columbus  discovered  America. 

2.  America  was  discovered  by  Columbus. 

In  the  first  sentence,  does  the  subject  denote  the  actor?  What 
virord  denotes  the  actor  in  the  second? 

Notice  that  the  form  of  the  verb  in  the  second  sentence  is  not  the 
same  as  in  the  first.  This  change  of  the  form  of  the  verb  to  indicate 
whether  the  subject  denotes  the  actor  or  the  receiver  of  the  act,  is 
called  Voice.  When  the  subject  denotes  the  actor  (as  in  the  first 
sentence),  the  verb  is  in  the  Active  Voice.  When  the  subject  de- 
notes the  receiver  of  the  action  (as  in  the  second  sentence),  the 
verb  is  in  the  Passive  Voice. 

2.  Voice  is  that  modification  of  a  verb  which  shows 
whether  the  subject  denotes  the  actor  or  the  receiver  of 
the  action. 

3.  The  Active  Voice  is  that  form  of  the  verb  which 
shows  that  the  subject  denotes  the  actor. 


VOICE  107 

4.  The  Passive  Voice  is  that  form  of  a  transitive  verb 
which  shows  that  the  subject  denotes  the  receiver  of 
the  action. 

If  you  examine  the  two  sentences  given  at  the  beginning  of  this 
lesson,  you  will  see  that  the  object  of  the  first  sentence  is  the  subject 
of  the  second.  Now,  as  only  transitive  verbs  can  have  an  object, 
it  follows  that  only  transitive  verbs  can  have  the  passive  voice. 

5.  Name  the  voice  of  the  verbs  in  these  sentences : 

1.  John  reads  the  lesson. 

2.  The  lesson  is  read  by  John. 

3.  Mary  loves  Ina. 

4.  Lulu  is  esteemed  by  all  the  girls. 

5.  Corn  is  planted  in  the  spring. 

6.  Ships  carry  heavy  burdens. 

7.  Wendell  is  loved  by  his  mother. 

8.  Mary  writes  carefully. 

9.  The  letter  was  written  with  care. 

10.  Galileo  invented  the  telescope. 

11.  The  hurricane  destroyed  a  large  barn. 

12.  The  little  porch  was  covered  by  thrifty  vines. 

13.  The  burglars  were  driven  from  the  house  by  a  police- 

man. 

14.  The  fox  ran  toward  the  south. 

6.  Change  these  sentences  so  that  the  verbs  in  the 
active  voice  shall  be  passive,  and  those  in  the  passive 
voice  shall  be  active.  Do  not  change  the  meaning  of 
the  sentences  : 

1 .  Washington  gained  the  victory. 

2.  The  boy  plowed  the  field. 

3.  The  shoe  was  repaired  by  the  shoemaker. 

4.  The  carpenter  built  the  house. 

5.  The  tinner  made  the  bucket. 

6.  The  letter  was  written  by  him. 

7.  The  tailor  made  the  coat. 

8.  The  lesson  was  recited  by  Lloyd. 


I08  ENGLISH  GRAMMAR 


7.    Write  three  sentences,  each  having  — 

1 .  A  verb  in  the  active  voice. 

2.  A  verb  in  the  passive  voice. 

3.  An  intransitive  verb. 


LESSON  XXXI 
MODE 


1.  Notice  these  sentences  : 

1.  Henry  studies. 

2.  Henry  can  study. 

3.  Henry,  study. 

In  the  first  sentence,  the  statement  is  made  that  Henry  studies. 
In  the  second  sentence,  it  is  not  said  that  he  studies,  but  that  he 
can  study,  or  has  the  ability  to  study.  In  the  third  sentence,  he  is 
ordered  or  commanded  to  study. 

You  will  notice  from  the  above  that  verbs  change  their  form 
or  meaning  to  express  action  or  being  in  different  manners,  or 
modes.     This  modification  of  the  verb  is  called  Mode. 

2.  Mode  is  that  form  or  use  of  the  verb  which  shows 
the  manner  in  which  the  action  or  being  is  expressed. 

3.  The  Indicative  Mode  is  used  to  assert  a  fact  or  an 
actual  existence  ;  as  — 

1 .  General  Grant  went  to  Europe. 

2.  Oliver  Wendell  Holmes  is  dead. 

4.  The  Indicative  Mode  is  also  used  in  asking  a 
question  ;  as  — 

1.  Did  he  go  to  Europe? 

2.  Has  the  letter  been  written? 


MODE  109 

5.  The  Potential  Mode  asserts  the  power,  necessity, 
Uberty,  or  possibility  of  action  or  being  ;  as  — 

1.  He  can  read. 

2.  He  must  read. 

3.  He  may  read. 

4.  He  might  read. 

The  sign  of  the  potential  mode  is  may^  can,  must,  might,  could, 
would,  or  should. 

6.  The    Potential    Mode    is    also    used    in    asking 
questions  ;  as  — 

1.  May  I  go? 

2.  Must  the  lessons  be  learned? 

This  mode  is  so  called  because  the  word  potential  means  able, 
having  power. 

7.  Tell  whether  the  verbs  in  these  sentences  are  in 
the  indicative  or  the  potential  mode  : 

1.  Must  all  the  sailors  perish? 

2.  He  should  have  departed  long  ago. 

3.  Some  authors  have  written  many  books. 

4.  All  hail,  Macbeth  !  that  shall  be  king  hereafter. 

5.  Romulus  founded  Rome. 

6.  There  must  have  been  a  heavy  rain  last  night,  for  the 

creek  is  very  high. 

7.  An  old  man  was  walking  slowly  down  the  lane. 

8.  Many  wise  proverbs  were  written  by  Solomon. 

8.  The  Imperative  Mode  is  used  to  express  a   com- 
mand, a  request,  or  an  entreaty  ;  as  — 

1.  Men,  lay  down  your  arms. 

2.  Come  and  see  me. 

3.  Do  not  leave  me  alone. 

The  subject  of  the  verb  in  the  imperative  mode  is  nearly  always 
the  pronoun  _y<??^  understood. 

9.  Write  three  sentences,  each  having  a  verb  in  the 
imperative  mode. 


no  ENGLISH  GRAMMAR 


LESSON  XXXII 
REVIEW 

1.  Name  the  mode  of  each  verb  in  these  sentences  : 

1.  Bring  me  some  flowers. 

2.  I  must  not  be  careless. 

3 .  Who  is  the  King  of  Glory  ? 

4.  Can  that  be  the  man? 

5.  The  pupils  have  recited  well. 

6.  Passionate  men  are  easily  irritated. 

7.  Do  not  walk  so  fast. 

8.  The  prize  cannot  be  obtained  without  labor. 

9.  Idleness  often  leads  to  vice. 

10.  Live  for  something. 

11.  In  all  climates,  spring  is  beautiful. 

12.  I  would  have  gone  if  I  had  known  that  I  was  needed. 

13.  If  we  would  seem  true,  we  must  be  true. 

2.  Classify  these  verbs  according  to  form  (regular  or 
irregular)  and,  according  to  meaning  (transitive  or  in- 
transitive). Also,  give  the  voice  and  mode  of  each 
verb. 

1.  Nothing  can  supply  the  place  of  books. 

2.  What  exile  can  flee  from  himself .'' 

3.  Make  hay  while  the  sun  shines. 

4.  The  Union  must  be  preserved. 

5.  Spare  me,  dread  angel  of  reproof. 

6.  The  jury  could  not  agree  in  their  verdict. 

7.  A  verdict  of  guilty  was  reported  by  the  jury. 

8.  They  took  my  umbrella. 

9.  You  should  have  been  more  careful. 

10.  A  railroad  has  been  constructed  in  Siberia. 

3.  Write  three  sentences,  each  having  a  verb  in  — 

1.  The  indicative  mode. 

2.  The  potential   mode.     (Use  a  different  sign-word  for 

each  sentence.) 

3.  The  imperative  mode. 


TENSE  1 1 1 


4.   Write  three  sentences,  each  containing  — 

1.  A  regular  verb. 

2.  An  irregular  verb. 

3.  A  transitive  verb. 

4.  An  intransitive  verb. 


LESSON  XXXIII 
TENSE 


1.  Tense  is  that  form  or  use  of  the  verb  which  shows 
the  time  of  an  action  or  being. 

2.  The  Present  Tense  denotes  present  time  ;  as  — 

I  write;  I  ain  writing;  I  do  write. 

3.  The  Past  Tense  denotes  past  time ;  as  — 

I  wrote. 

4.  The  Future  Tense  denotes  future  time ;  as  — 

I  shall  write  or  I  will  write. 

The  word  perfect  is  often  used  in  naming  tenses.  When  so  used, 
it  means  finished  or  completed. 

Each  tense  (present,  past,  and  future)  has  a  perfect  tense  —  a 
finished  tense. 

In  this  sentence,  "  I  have  been  in  Boston  a  month,''  the  being  in 
Boston  is  finished  now — at  present.  This  is  called  the  Present- 
Perfect  Tense. 

In  this  sentence,  "I  had  been  in  Boston  before  you  saw  me," 
the  being  in  Boston  was  completed  when  you  saw  me  —  past  time. 
This  is  called  the  Past-Perfect  Tense. 

In  this  sentence,  "  I  shall  have  been  in  Boston  before  next  Christ- 
mas," the  being  in  Boston  is  not  finished  yet,  but  will  be  before  next 
Christmas  —  future  time.     This  is  called  the  Future- Perfect  Tettse. 


112  ENGLISH  GRAMMAR 

5.  The    Present-Perfect  Tense    expresses   action  or 
being  as  completed  at  the  present  time.  . 

The  sign  of  the  present-perfect  tense  is  have  or  has. 

6.  The  Past-Perfect  Tense  expresses  action  or  being 
as  completed  at  some  past  time. 

The  sign  of  this  tense  is  had. 

7.  The  Future-Perfect  Tense  expresses  action  or  be- 
ing as  completed  at  some  future  time. 

The  sign  of  this  tense  is  shall  have  or  will  have. 
You  now  see  that  there  are  six  tenses :  three  simple  tenses  (past, 
present,  and  future),  and  three  perfect  tenses. 

8.  Name  the  tense  of  each  of  these  verbs  : 

walks,  has  walked,  walked,  had  walked,  shall  walk,  shall 
have  walked  ;  is  torn,  shall  be  torn,  have  been  torn, 
has  been  torn,  had  been  torn,  shall  have  been  torn ; 
shall  write,  will  write,  has  written,  have  written,  had 
written  ;  he  sees,  he  shall  have  seen,  he  has  seen. 


LESSON  XXXIV 
REVIEW 


All  the  verbs  given  in  the  last  lesson  are  in  the  indicative  mode, 
which  is  the  only  mode  that  has  the  six  tenses. 

As  the  imperative  mode  is  used  in  expressing  a  command  or 
entreaty,  and  as  either  of  these  can  be  expressed  only  in  the 
present,  it  follows  that  the  imperative  mode  has  but  one  tense  — 
the  present. 

The  potential  mode  has  only  the  present,  present-perfect,  past, 
and  past-perfect.  The  sign  of  the  present  is  inay^  candor  fniist; 
of  the  present-perfect,  may  have.,  can  have.,  or  must  have ;  of 
the  past,  mi'irhl,  could^  wojdd^  or  should;  of  the  past-perfect,  might 
have.,  could  have.,  would  have,  or  should  have.  In  the  potential  mode 
the  name  of  the  tense  does  not  always  indicate  the  time.  Thus, 
might  go  is  called  past  tense,  but  the  time  is  either  present  or  future. 


REVIEW  1 1 3 

1.  All  of  the  following  verbs  are  in   the   potential 

mode.     Name  the  tense  of  each  one  : 

may  walk,  can  walk,  must  walk,  may  have  walked,  must 
have  walked,  might  walk,  could  walk,  would  walk,  should 
walk,  might  have  walked,  could  have  walked,  would  have 
walked,  should  have  walked  ;  might  be  struck,  may  strike, 
should  have  struck ;  can  see,  could  be  seen,  could  see, 
must  have  seen,  would  see. 

2.  Write  two  sentences  having  the  verb  in  — 

1.  The  indicative  present. 

2.  The  indicative  present-perfect. 

3.  The  indicative  past. 

4.  The  indicative  past-perfect. 

5.  The  indicative  future. 

6.  The  indicative  future-perfect. 

7.  The  imperative  present. 

8.  The  potential  present. 

9.  The  potential  present-perfect. 

10.  The  potential  past. 

11.  The  potential  past-perfect. 


LESSON  XXXV 
PERSON  AND    NUMBER    OF  VERBS.      THE  INFINITIVE 

1.  A  verb  may  vary  its  form  according  to  the  persoti 

of  its  subject;  as,  I  go,  lie  goes  ;  —  or  according  to  the 

number  of  its  subject;  as,  Jie  writes,  they  write. 

Since  verbs  change  their  form  according  to  the  person  and 
number  of  the  subject,  they  are  said  to  have  the  same  person  and 
number  as  the  subject. 

2.  A  verb  must  agree  with  its  subject  in  person  and 

number, 

hoenshel's  e:ng.  gram.  —  8 


114  ENGLISH  GRAMMAR 

3.  Notice  these  sentences  : 

1.  The  boy  runs. 

2.  The  boys  run. 

The  verb  runs  is  singular,  because  its  subject  is  singular. 
The  verb  7'im  is  plural,  because  its  subject  is  plural. 
You  will  notice  that  while  nouns  ending  in  s  are  generally  plural 
verbs  ending  in  s  are  singular. 

4.  The  modifications  of  the  verb  are  voice,  mode, 
tense,  person,  and  number. 

5.  Notice  these  phrases  : 

1.  To  Boston. 

2.  To  write. 

What  part  of  speech  is  Boston  f    What  part  of  speech  is  write  f 

6.  The  form  of  the  verb  used  with  to  is  called  the 

Infinitive. 

Each  of  the  following  phrases  is  an  infinitive :  to  write,  to  have 
written,  to  be  written,  to  have  been  written. 

7.  Write  six  sentences,  each  containing  an  infinitive. 

8.  Write  two  sentences,  each  containing  a  verb  in 

the  — 

1.  First  person,  singular. 

2.  Third  person,  singular. 

3.  First  person,  plural. 

4.  Second  person,  plural. 

5.  Third  person,  plural. 

9.  Write  four  different  infinitives  of  the  verb  love. 

10.  The  following  is  the  order  for  parsing  a  verb : 
Class  according  to  form  (regular  or  irregular),  class 
according  to  meaning  (transitive  or  intransitive)  ;  voice 


PARSING 


IIS 


mode,  tense ;    person    and    number   to   agree  with    its 
subject. 

EXAMPLES 

Franklin  invented  the  lightning  rod. 
Invejited  is  a  verb ;  regular,    transitive ;  active  voice,  indicative 
mode,  past  tense  ;  third  person,  singular  number,  to  agree  with  its 
subject,  Franklin. 

The  fox  has  not  been  seen. 
Has  been  seen  is  a  verb ;    irregular,   transitive ;    passive   voice, 
indicative  mode,  present-perfect  tense ;  third  person,  singular  num- 
ber, to  agree  with  its  subject, /27.i'. 

11.  Remember  that  all  verbs  in  the  passive  voice  are 
transitive. 

12.  The  following  is  a  model  for  written  parsing: 


invented 

has  been 

seen 


Class 
as  to 
fortn 

Class 
as  to 
mean- 
ing 

Mode 

Tense 

Per- 
son 

Num- 
ber 

reg. 
irreg. 

trans, 
trans. 

act. 
pass. 

ind. 
ind. 

past 
pres.  per. 

third 
third 

sing, 
sing. 

Subject 

Franklin 
fox 


LESSON  XXXVI 


PARSING 


I.  Parse  the  verbs  in  these  sentences  : 

1.  Harvey  discovered  the  circulation  of  the  blood. 

2.  The  thief  had  been  caught  before  the  trial. 

3.  Henry  will  write  a  letter  to  his  mother. 

4.  The  poems  of  Homer  are  interesting  and  instructive. 

5.  These  lessons  can  be  learned  by  hard  study. 

6.  Webster's  orations  are  much  admired. 

7.  Study  your  lesson. 


Il6  ENGLISH  GRAMMAR 

8.  Bunyan  wrote  the  "  Pilgrim's  Progress." 

9.  The  pitcher  has  been  broken. 

10.  The  architect  has  built  an  iron  bridge. 

1 1 .  The  stolen  watch  was  recovered. 

12.  When  will  you  go? 


r? 


13.  Have  you  been  waiting  Ion 

14.  Does  the  earth  revolve  round  the  sun  ? 

15.  The  sailor  has  visited  nearly  all  the  principal  cities  of 

the  world. 

16.  I  shall  have  visited  London  by  next  Fourth  of  July. 

2.    Diagram  the  preceding  sentences. 


LESSON  XXXVII 
REVIEW 


Name   the   subject,   predicate,    and   object   of   these 
sentences,  and  parse  the  verbs : 

1.  The  people  of  England  speak  the  English  language. 

2.  Come  to  the  violet's  shady  nook. 

3.  The  frightened  animal  sought  the  open  country. 

4.  Our  guide  had  never  visited  the  cave. 

.  5.    The  guest  was  admitted  into  the  parlor. 

6.  He  shrugged  his  shoulders,  shook  his  head,  but  said 

nothing. 

7.  Rainy  weather   and    muddy   roads   prevented   further 

progress. 

8.  The  warm  sun  will  soon  melt  the  ice  and  snow. 

9.  The  messenger  might  have  come  sooner. 

10.  We  should  seek  the  truth. 

11.  I  may  have  seen  him  once  before. 

12.  Many  can  bear  adversity,  but  few  can  bear  contempt. 

13.  Numbers  are  expressed  by  ten  Arabic  characters. 

14.  "  I  can't  get  out,"  said  the  starling. 

15.  Sorrow  cannot  continue  always. 

16.  Many  excellent  opportunities  were  lost. 


SHALL,  WILL,  MAY,  CAN,  TEACH,  LEARN        117 

LESSON  XXXVIII 
SHALL,   WILL,    MAY,    CAN,    TEACH,    LEARN 

1.  Notice  the  use  of  shall,  will,  can,  may,  teach,  and 
learn,  in  these  sentences  : 

1.  Are  you  going  to    the   picnic  ?     I  shall  go  if  it    does 

not  rain. 

2.  I  think  you  ought  not  to  go.     I  will  go  ;  you  shall  not 

prevent  me. 

3.  Can  1  go  ?     You  probably  have  the  power. 

4.  May  I  go  ?     You  may. 

5.  Will  you  teach  me  how  to  solve  this  problem  ?     Yes,  if 

you  will  try  to  learn. 

Remark.  —  Many  persons  habitually  use  the  above  words  in- 
correctly. Think  carefully  of  their  meaning,  and  you  will  not  often 
make  a  mistake  in  their  use. 

2.  Use  each  of  the  words  shall,  will,  can,  may,  teach, 

and  leant,  correctly  in  two  sentences. 

You  have  already  learned  that  a  verb  agrees  with  its  subject  in 
person  and  number.  Careless  persons  often  make  mistakes  in  the 
use  of  the  verb  because  they  do  not  think  of  the  right  word  as  the 
subject. 

3.  Examine  these  sentences.  You  will  find  that  the 
verbs  agree  with  their  subjects,  although  at  first  sight 
they  may  seem  to  disagree  : 

1.  On  what  tree  do  these  apples  grow  ? 

2.  One  of  the  boys  is  playing  ball. 

3.  Down  come  rock-a-by  baby  and  all. 

4.  Every  one  of  the  girls  has  her  lesson. 

5.  Neither  of  the  sick  men  is  better. 

6.  On  the  table  are  a  peach  and  an  apple. 

7.  A  sack  of  large  red  apples  is  in  the  cellar. 


Il8  ENGLISH  GRAMMAR 

4.  Write  seven  sentences  somewhat  similar  to  the 
seven  just  given,  and  be  sure  that  the  verb  agrees  with 
its  subject. 


LESSON  XXXIX 
WRITTEN   REVIEW 


Write  answers  to  the  following  questions,  and  arrange 
your  answers  so  as  to  form  an  essay  on  The  Verb : 

What  is  a  verb?  A  regular  verb?  An  irregular  verb?  A  tran- 
sitive verb  ?     An  intransitive  verb? 

What  is  voice?     The  active  voice?     The  passive  voice? 

What  is  mode?  The  indicative?  The  potential?  The  im- 
perative ? 

What  is  tense?  Define  the  present  tense ;  the  past ;  the  future  ; 
the  present-perfect ;  the  past-perfect ;  the  future-perfect.  Give  an 
example  of  each  tense. 

What  person  and  number  do  verbs  have? 

Hov^r  many  and  what  participles  have  you  learned  to  give  to  each 
verb  ?     How  is  the  present  participle  formed  ? 

What  is  an  infinitive? 


LESSON  XL 
ESSAY 


Write  an  essay,  telling  all  you  can  about  corn.  De- 
scribe its  cultivation,  uses,  etc.  After  you  have  written 
it  once,  go  over  it  carefully,  correcting  errors,  selecting 
better  words,  and  improving  your  sentences.  Then 
copy  it  in  your  best  penmanship.     Remember  that  you 


THE  ADVERB  II9 

cannot  learn   to  use   good    English   except  by  always 
doing  your  best. 

To  the  teacher:    Wheat,    cotton,   and    other  products  may  be 
described  in  the  same  way. 


LESSON   XLI 
CLASSES  AND  COMPARISON  OF  ADVERBS 

1.  An  Adverb  is  a  word  used  to  modify  a  verb,  an 
adjective,  or  an  adverb. 

Some  adverbs  answer  the  question,  where  ?  as,  here,  there,  yonder. 
Such  adverbs  are  called  Adverbs  of  Place. 

Some  adverbs  answer  the  question,  when  ?  as,  now,  yesterday. 
These  are  called  Adverbs  of  Time. 

Some  adverbs  answer  the  question,  how  ?  or,  in  what  manner  ? 
as,  well,  badly.     These  are  called  Adverbs  of  Manner. 

Some  adverbs  answer  the  question,  how  much  ?  or,  to  what 
degree?  as,  almost.,  very,  too.     These  are  called  Adverbs  of  Degree. 

2.  The  principal  classes  of  adverbs,  according  to 
their  meaning,  are  Adverbs  of  Place,  Adverbs  of  Time, 
Adverbs  of  Manner,  and  Adverbs  of  Degree. 

3.  Examine  these  sentences  : 

1.  Henry  came  soon. 

2.  John  came  sooner  than  Henry. 

3.  Robert  came  soonest  of  all. 

4.  Some  adverbs,  like  adjectives,  have  three  degrees 
of  comparison. 


I20  ENGLISH  GRAMMAR 

5.  Compare  these  adverbs  : 

wisely,    continually,    mostly,  calmly,    so,    rapidly,    partly, 
always,  very,  too,  perfectly,  never,  surely. 

6.  Write  two  sentences,  each  containing  — 

1.  An  adverb  of  the  positive  degree. 

2.  An  adverb  of  the  comparative  degree. 

3.  An  adverb  of  the  superlative  degree. 

7.  Use  each  of  these  adverbs  in  a  sentence,  and  tell 

what  word  it  modifies  and  what   meaning    it   adds  to 

that  word : 

occasionally,   continually,  where,   hither,   ashore,  yonder, 
whither. 


LESSON  XLII 
REVIEW 


1.  Write  two  sentences,  each  containing  — 

1.  An  adverb  of  place. 

2.  An  adverb  of  time. 

3.  An  adverb  of  manner. 

4.  An  adverb  of  degree. 

5.  An  adverb  modifying  a  verb. 

6.  An  adverb  modifying  an  adjective. 

7.  An  adverb  modifying  an  adverb 

2.  Some  words  are  sometimes  adverbs  and  sometimes 
adjectives ;  as  — 

1.  This  train  travels /^j/. 

2.  It  is  2ifast  train. 

3.  He  returned  late. 

4.  I  have  read  the  late  paper. 

5.  This  is  a  long  lesson. 

6.  Why  did  you  remain  so  longi 


PARSING  121 

3.  Find  two  words  (not  given  in  paragraph  2)  that 
are  sometimes  adjectives  and  sometimes  adverbs.  Use 
the  words  in  sentences. 

4.  Adjectives  should  not  be  used  instead  of  adverbs. 
Notice  these  sentences : 

1.  Really  (not  real^  honest  men  can  be  found. 

2.  Did  you  sleep  well  {no\.  good)  ? 

3.  Almost  (not  tnosf)  every  boy  was  running. 

4.  The  day  was  remarkably  (not  remarkable)  pleasant. 
Remark. —  Really^  well,  almost,   and   remarkably  are  adverbs, 

while  real,  good,  most,  and  remarkable  may  be  adjectives. 


LESSON  XLIII 
PARSING 


1.  The  following  is  the  order  of  parsing  an  adverb: 
Class,  degree  (if  compared),  compare  it,  name  the  word 
it  modifies. 

EXAMPLES 

He  lives  here. 

Here  is  an  adverb  of  place,  and  modifies  lives. 

The  clerk  writes  very  well. 

Well  is  an  adverb  of  manner,  positive  degree  (compared  'tvell^ 
better,  best),  modifies  writes.  Very  is  an  adverb  of  degree,  and 
modifies  well. 

2.  Parse  the  adverbs  in  these  sentences  : 

1.  'Tis  always  morning  somewhere  in  the  world. 

2.  God  is  everywhere. 

3.  The  inhabitants  of  some  islands  are  very  savagG. 

4.  Great  scholars  do  not  often  become  poets. 


122  ENGLISH  GRAMMAR 

5.  The  victory  was  fairly  won. 

6.  The  princess  was  extremely  beautiful. 

7.  They  were  agreeably  disappointed. 

8.  Indolent  pupils  will  not  study  hard. 

9.  How  well  she  can  play  ! 

10.  Some  people  are  continually  changing  their  minds. 

11.  A  very  old  house  stands  by  the  side  of  the  road. 

12.  The  train  came  around  the  curve  very  rapidly. 

13.  How  fast  the  flitting  figures  come  ! 

3.    Diagram  the  sentences  in  paragraph  2. 


LESSON  XLIV 
THE    PREPOSITION 


1.  A  preposition  is  a  word  that  shows  the  relation  of 
its  object  to  some  other  word  in  the  sentence. 

2.  A  preposition  with  its  object  is  called  a  Preposi- 
tional Phrase. 

3.  When  a  phrase  modifies  a  noun  or  pronoun,  it  is 
an  Adjective  Phrase;  but  when  it  modifies  a  verb,  an 
adjective,  or  an  adverb,  it  is  an  Advei^b  Phrase. 

4.  Many  adjectives  and  adverbs  can  be  expanded 
into  phrases  of  a  similar  meaning ;  as,  — 

1.  He  is  a  wealthy  man  (a  man  of  wealth). 

2.  The  messenger  came  speedily  (with  speed). 

5.  Change  these  adjectives  and  adverbs  to  preposi- 
tional phrases,  and  use  each  phrase  in  a  sentence  : 

carefully        kindly  brave  courageously 

talented         educated  strong  boldly 


REVIEW  123 

6.  Sometimes  two  or  more  words  are  combined  and 
used  as  one  preposition  ;  as,  out  of,  from  over,  in  regard 
to,  over  against,  by  means  of. 

In  parsing,  these  may  be  called  Compound  Prepositions. 

7.  Use  each  of  the  compound  prepositions  mentioned 
above  in  a  sentence. 

8.  Write  three  sentences,  each  containing  — 

1 .  An  adjective  phrase. 

2.  An  adverb  phrase. 


LESSON   XLV 
REVIEW 


1.  Add  one  or  more  phrases  to  each  of  these  sen- 
tences : 

1.  The  bird  sang  to  its  mate. 

2.  The  water  turned  the  wheel. 

3.  The  bells  began  to  ring. 

4.  A  nest  was  found  in  the  meadow. 

5.  A  deer  was  shot. 

6.  The  leader  was  killed. 

7.  Corn  grows. 

8.  Cotton  is  produced. 

2.  Change  each  of  the  words  printed  in  itaHcs  to  a 
phrase : 

1.  The  daily  tasks  are  ended. 

2.  The  lark  sang  xX.'s,  joyous  and  blissful  songs. 

3.  All  children  like  picture  books. 

4.  He  returned  hastily. 

5.  Study  diligently. 


124  ENGLISH  GRAMMAR 

3.  The  word  there  is  not  always  an  adverb  of  place  ; 
sometimes  it  merely  introduces  a  sentence  and  has  no 
connection  with  it.  In  such  cases  it  may  be  called  an 
expletive^  or  an  introductory  word. 

1.  There  is  an  end  to  all  things.    (Introductory.) 

2.  There  he  stands.    (Adverb.) 

Do  not  call  there  the  subject  in  such  sentences. 

4.  Write  three  sentences  introduced  by  there, 

5.  Write  three  sentences  containing  there ^  an  adverb 
of  place. 

6.  Write  a  sentence  containing  their. 

7.  Use  there,  introductory,  tJiere,  an  adverb,  and  their ^ 
all  in  one  sentence. 

8.  Fill  these  blanks  with  is  or  are : 

1.  There flowers  in  the  garden. 

2.  There many  people  there. 

3.  There an  apple  and  a  peach  in  the  basket. 

4.  There no  one  at  home. 

5.  There apples  on  the  trees. 

6.  There no  signs  of  spring. 


LESSON  XLVI 

THE    CONJUNCTION    AND    THE    INTERJECTION 

You  have  already  learned  that  connecting  words  are  called  con- 
junctions. Nearly  all  the  conjunctions  used  thus  far  in  this  book 
have  connected  simple  words  ;  as,  two  nouns,  two  verbs,  or  two 
adjectives. 


THE  CONJUNCTION  AND  THE  INTERJECTION        125 

1.  Examine  these  sentences  : 

1.  He  sailed  on  the  sea  and  on  the  ocean. 

2.  The  Dead  Sea  is  salt,  but  Lake  Superior  is  fresh. 

In  the  first  sentence  the  conjunction  and  connects  the  two  phrases, 
on  the  sea  and  on  the  ocean.  In  the  second  sentence  there  are  two 
assertions,  or  two  subjects,  each  with  its  own  predicate.  A  subject 
and  predicate  used  as  a  part  of  a  sentence  are  called  a  clause. 

2.  A  Conjunction  is  a  word  used  to  connect  words, 
phrases,  and  clauses. 

3.  Write  two  sentences,  each  having  a  conjunction 
connecting  — 

1.  Two  words. 

2.  Two  phrases. 

3.  Two  clauses. 

4.  In  Interjection  is  a  word  used  to  denote  strong 
feeling  or  emotion. 

Interjections  are  sometimes  called  Exclamations. 

5.  Write  sentences,  using  the  following  words  as 
interjections  : 

hush,  alas,  ah,  hurrah,  oh,  well,  hark,  ha. 
Be  careful  to  use  the  proper  punctuation  mark  after  interjections. 

6.  We  have  now  learned  that  the  words  we  use  in 
speaking  and  writing  are  divided  into  Nouns,  Pronouns, 
Adjectives,  Verbs,  Adverbs,  Prepositions,  Conjunctions, 
and  Interjections.     These  are  called  Parts  of  Speech. 

7.  Try  to  use  all  the  parts  of  speech  in  one  sentence. 


126  ENGLISH  GRAMMAR 


LESSON  XLVII 
ANALYSIS   AND    PARSING 

1.  The  following  is  the  method  for  parsing  preposi- 
tions and  conjunctions  : 

1.  He  lives  in  Paris. 

In  is  a  preposition,  showing  the  relation  of  Paris  to  lives. 

2.  We  went  to  Paris  and  Berlin. 

Ajid  is  a  conjunction,  connecting  Paris  and  Berlin. 

2.  A    simple  sentence  makes  but  one  assertion. 

3.  Analyzing  a  sentence  is  naming  its  class  ;  its  sub- 
ject, predicate,  and  object,  and  the  modifiers  of  each. 

It  is  important  to  have  a  systematic  and  logical  form  of  analysis, 
using  no  more  words  than  necessary.  Example:  "The  king  of 
England  gave  many  castles  to  his  faithful  followers."  This  is  a 
simple,  declarative  sentence,  of  which  ki7ig  is  the  subject,  modified^ 
by  the  adjective  the  and  the  adjective  phrase  of  England.  Gave  is 
the  predicate,  modified  by  the  adverb  phrase  to  his  fait  Jif id  followers. 
Castles  is  the  object,  modified  by  the  adjective  tnany. 

It  will  be  observed  that  this  method  of  analysis  includes  con- 
siderable parsing. 

Notice  that  after  naming  the  subject,  you  should  name  all  its 
modifiers  before  naming  the  predicate.  When  you  name  the 
predicate,  name  its  modifiers  before  naming  the  object.  By  so  doing, 
you  will  avoid  much  needless  repetition. 

4.  Analyze  these  sentences,  and  parse  all  the  words. 
(These  sentences  are  all  simple.) 

1.  Very  often  men  do  not  keep  their  promises. 

2.  The  tall  man  spoke  kindly  to  the  little  girl. 

3.  The  careless  girl  plays  her  scales  too  rapidly. 

4.  The  dark  clouds  came  up  very  suddenly. 

5.  She  is  painting  the  head  of  a  girl. 

6.  I  will  be  there  in  a  minute. 


ANALYSIS  AND  PARSING  127 

LESSON  XLVIII 
ANALYSIS   AND    PARSING 

1 .  A  beautiful  vase  fell  with  a  crash  to  the  floor. 

2.  Behind  the  clouds  the  sun  is  shining. 

3.  Under  a    spreading  chestnut    tree  the  village   smithy 

stands. 

4.  A  large  black  dog  stood  on  the  steps  of  the  house. 

5.  Longfellow  wrote  several  beautiful  poems  for  children. 

6.  People  have   come  to    America  from    many    different 

countries. 

7.  Tell  was  a  skillful  archer  of  Switzerland. 

8.  The  largest  body   of  fresh   water  in  the   world   is  in 

America. 

9.  After    many    fruitless    attempts     he    abandoned     the 

enterprise. 

10.  A  lady's  society  is  a  school  of  politeness. 

1 1 .  Bacon's  essays  contain  valuable  information . 

Diagram  the  preceding  eleven  sentences. 


LESSON  XLIX 
ANALYSIS    AND    PARSING 

1.  It  fell  through  the  air  to  the  ground. 

2.  He  crossed  the  plains  in  a  wagon. 

3.  The  injured  man  was  taken  from  under  the  ruins. 

4.  The  traveler  came  from  beyond  the  sea. 

5.  Carthage  and  Rome  were  rival  powers. 

6.  The  book  on  the  desk  is  a  dictionary. 

7.  Each  of  the  workmen  is  in  his  place. 

8.  You  should  be  polite  to  everybody. 

9.  Idleness  is  the  key  of  beggary. 

10.    Out  of  the  house  and  up  the  street  he  ran. 


128  ENGLISH  GRAMMAR 


He 

ran 

g     and 

o 

street. 

house 

1  the 

1  the 

The  conjunction  ««fl^  connects  the  two  phrases. 

1 1 .  Energy  and  persistence  conquer  all  things. 

12.  The  scheme  failed  for  want  of  support. 

13.  Neither  a  borrower  nor  a  lender  be. 

Neither  nor  should  be  parsed  together  as  one  conjunction. 

14.  Many,  alas!  had  fallen  in  battle. 

alas 
Many        |        had  fallen. 


Interjections  are  not  connected  with  the  sentence. 
Diagram  the  preceding  sentences. 


LESSON  L 
WRITTEN   REVIEW 


Write  a  sentence  containing  — 

1.  A  collective  noun. 

2.  An  abstract  noun. 

3.  A  personal  pronoun. 

4.  An  adjective  pronoun. 

5.  An  interrogative  pronoun. 

6.  A  relative  pronoun. 

7.  A  definitive  adjective. 

8.  An  adjective  of  the  comparative  degree. 

9.  A  proper  adjective. 
ID,    An  irregular  verb. 
II.    A  regular  verb. 


WRITTEN  REVIEW 

12. 

A  transitive  verb. 

13- 

An  intransitive  verb. 

14- 

A  verb  in  the  passive  voice. 

15- 

A  verb  in  the  potential  mode. 

i6. 

A  verb  in  the  imperative  mode. 

129 


LESSON  LI 
WRITTEN  REVIEW 

Write  a  sentence  containing  — 

1.  A  personal  pronoun  in  the  objective  case. 

2.  A  collective  noun  as  the  object  of  a  preposition. 

3.  A  conjunction  connecting  two  phrases. 

4.  A  conjunction  connecting  two  clauses. 

5.  An  adverb  modifying  an  adjective. 

6.  An  adverb  modifying  an  adverb. 

7.  A  verb  in  the  indicative,  past-perfect. 

8.  A  verb  in  the  indicative,  present-perfect. 

9.  A  verb  in  the  indicative,  future-perfect. 

10.  A  verb  in  the  potential,  present-perfect. 

11.  A  verb  in  the  potential,  past. 

12.  A  verb  in  the  potential,  past-perfect. 

13.  A  verb  in  the  potential,  present. 

14.  All  the  parts  of  speech. 


LESSON  LII 
GRAMMAR 


Write  an  essay  on  "  Grammar,"  defining  all  the  parts 
of  speech,  and  giving  their  classification  and  properties 
as  far  as  they  are  given  in  Part  Two. 


hoenshel's  eng.  gram. 


PART    THREE 


LESSON  I 
CLASSES  OF  SENTENCES 

1.  A  sentence  is  a  thought  expressed  by  words. 

2.  According  to  use,  sentences  are  divided  into  De- 
clarative, Interrogative,  Imperative,  and  Exclamatory. 

3.  A  Declarative   Sentence  is  one  used  in  making  a 
statement. 

4.  An  Interrogative  Sentence  is  one  used  in  asking 
a  question. 

5.  An  Imperative  Sentence  is  one  used  in  making 
a  command. 

6.  An  Exclamatory  Sentence  is  one  used  in  an  ex- 
clamation, or  in  expressing  strong  feeling  or  emotion ; 

as  — 

1 .  What  a  piece  of  work  is  man ! 

2.  How  beautiful  is  the  setting  sun! 

7.  Write  three  exclamatory  sentences. 

8.  A  subject  combined  v^ith    its  predicate  is  often 

called  a  Proposition. 

130 


CLASSES  OF  SENTENCES  13  I 

9.    According  to  their  fgrm^  sentences  are  divided 
into  Simple,  Complex,  and  Compound. 

10.  A  Simple  Sentence  contains  but  one  proposition  ; 
as  — 

1.  Mary  reads. 

2.  Mary  and  Lucy  read. 

3.  Mary  reads  and  writes. 

In  the  second  sentence  there  is  only  one  proposition,  but  the  verb 
has  two  subjects.     Such  a  subject  is  called  a  Compound  Subject. 

In  the  third  sentence  there  is  only  one  proposition,  but  the  sub- 
ject has  two  predicates.     This  is  called  a  Co)npou7id  Predicate. 

Of  course  there  may  be  more  than  two  subjects  for  the  same 
predicate,  or  more  than  two  predicates  for  the  same  subject. 

11.  Write  two  simple  sentences,  each  having  — 

1.  A  compound  subject. 

2.  A  compound  predicate. 

3.  A  compound  subject  and  a  compound  predicate. 

12.  A  proposition  used  as  part  of  a  sentence  is 
called  a  Clause. 

13.  Examine  this  sentence  : 

Henry  learns,  because  he  studies. 

'  In  this  sentence  there  are  two  propositions  or  clauses.  The  first 
is,  Henry  learns ;  and  the  second  is,  because  he  studies.  Because  he 
studies  modifies  learns ;  it  tells  why  he  learns.  Because  this  clause 
is  used  as  a  modifier  and  depends  on  some  other  word  {learns),  it  is 
called  a  Dependent  or  Subordinate  Clause.  Henry  learns  is  called 
the  Independent  or  Principal  Clause. 

14.  An  Independent  Clause  is  one  not  dependent  on 
any  word,  and  contains  the  principal  proposition. 

15.  A  Dependent  Clause  is  one  that  modifies  some 


132  ENGLISH  GRAMMAR 

word  or  words  in  the  independent  clause,  and  contains 
the  subordinate  proposition. 

i6.    A  Complex  Sentence  is  one  containing  an  inde- 
pendent clause  and  one  or  more  dependent  clauses. 

17.  Write  a   complex  sentence,  connecting  the  two 
t^lauses  by  — 

when,  where,  while,  if,  unless,  although,  after. 

18.  Name  the  independent  and  the  dependent  clause 
of  each  sentence  you  have  just  written. 


LESSON  IT 
THE  ADJECTIVE    CLAUSE 

1.  You  have  already  learned  that  a  relative  pronoun 
is  a  connective.  By  examining  these  sentences  you  will 
observe  that  the  relative  pronoun  is  found  in  the  de- 
pendent clause  of  a  complex  sentence,  and  its  ante- 
cedent is  found  in  the  independent  clause : 

1 .  The  boy  who  gained  the  prize  is  praised  by  his  teacher. 

2.  This  is  the  book  that  I  want. 

3.  The  house  in  which  I  live  is  built  of  stone. 

The  independent  clauses  are,  The  boy  is  praised  by  his  teacher, 
This  is  the  book,  and  The  house  is  built  of  stojie.  The  dependent 
clauses  are,  who  f^ained  the  prize,  that  I  watit,  and  in  which  I  live. 

2.  A  Relative  Pronoun  is  one  that  relates  to  some 
preceding  word  or  words,  and  connects  clauses. 


CLAUSES  133 

Remember  that  a  relative  pronoun  is  always  in  the  dependent 
clause  of  a  complex  sentence. 

3.  A  dependent  clause  may  modify  a  noun  or  pro- 
noun, a  verb,  an  adjective,  or  an  adverb,  or  it  may  be 
used  as  the  subject  or  object  of  a  sentence  ;  therefore  — 

4.  According  to  use,  a  dependent  clause  may  be  an 
Adjective  Clause,  an  Adverb  Clause,  or  a  Noim  Clause. 

5.  An  Adjective  Clause  is  one  used  to  modify  a 
noun  or  pronoun. 

6.  Name  the  adjective  clause  in  each  of  these  sen- 
tences, and  parse  the  relative  pronouns  : 

1.  The  man  who  cannot  govern  himself  is  a  slave. 

2.  The  ship  that  left  the  harbor  never  returned. 

3.  The  fur  which  warms  a  monarch  once  warmed  a  bear. 

4.  Beauty  is  the  mark  that  God  sets  on  virtue. 

5 .  The  fish  that  we  caught  was  a  trout. 

6.  The  lady  whose   house  we  occupy  gives  much  to  the 

needy. 

7.  Whom  ye  ignorantly  worship,  Him  declare  I  unto  you. 

8.  Savages,  who  have  no  settled  abode,  wander  from  place 

to  place. 

9.  He  who  governs  himself  is  a  hero. 

7.  Analyze  each  of  the  preceding  sentences. 

8.  The  adjective  clause,  when  not  restrictive,*  is  set 

off  by  a  comma. 

An  adjective  clause  containing  the  relative  that  is  generally 
restrictive. 

9.  Write  four  complex  sentences,  each  having  an 
adjective  clause. 

*  Restrictive  clauses  will  be  explained  on  page  249. 


134 


ENGLISH  GRAMMAR 


10.    Notice  these  diagrams  : 

I.    The  man  who  cannot  govern  himself  is  a  slave. 
man         I         is  =  slave. 


The  a 


who        I        can  govern 

himself 


not 


2.   The  lady  whose  house  we  occupy  gives  money  to  the  poor, 
lady       I       gives 


The 

o 
poor. 

money 

- 

i 

:                we         1         ( 

1     the 

Dccupy 

house 

1  whose 

As   the   relative  pronoun    is   a  connective,    it   is    joined   to  its 
antecedent  by  a  dotted  line. 


LESSON  III 
THE  ADVERB  CLAUSE 

1.  An   adverb  clause  is  one  used  to  modify  a  verb, 
an  adjective,  or  an  adverb. 

2.  Analyze  these   sentences,  and  name  the   adverb 
clauses. 

(Always  tell  whether   the  adverb  clause    expresses  time,  place, 
manner,  etc.) 

1.  I  shall  go  when  the  time  comes. 

2.  When  my  friend  was  here,  he  gave  me  a  book. 

3.  Although  Columbus  discovered  a  new    world,  he  died 

poor. 

4.  The  United   States   had  two  wars  with   England  while 

George  111  was  king. 


THE  ADVERB  CLAUSE  135 

5.  If  it  does  not  rain  soon,  the  farmers  will  not  raise  much 

corn. 

6.  He  lives  where  it  never  rains. 

7.  Napoleon  was  defeated  because  Grouchy  was  behind 

time. 

8.  Webster  died  before  the  Civil  War  began. 

9.  He  walks  as  I  do. 

In  the  third  sentence,  the  adverb  clause  denotes  concession ;  in 
the  fifth  it  denotes  condition. 

3.  An  adverb  clause  is  set  off  by  a  comma,  unless  it 
closely  follows  the  word  it  modifies  ;  as  — 

1.  When  Bunyan  wrote  the  "Pilgrim's  Progress,"  he  was 

in  prison. 

2.  Bunyan  was  in  prison  when  he  wrote  the  "  Pilgrim's 

Progress." 

4.  Write  two  complex  sentences,  each  containing 
an  adverb  clause  of  time. 

5.  Write  one  sentence  containing  an  adverb  clause 
of  manner. 

6.  Write  two  sentences,  each  containing  an  adverb 
clause  of  place. 

7.  Write  two  sentences,  each  containing  an  adverb 
clause  of  cause  or  reason. 

8.  Write  two  sentences,  one  having  an  adverb  clause 
of  condition  and  the  other  a  clause  of  concession. 

9.  Notice  these  diagrams  : 


farmers 

1 

will 

raise 

The 

|not     1 

it        1 

does 

rain 

much 


not 


136  ENGLISH  GRAMMAR 

In  a  complex  sentence,  the  simple  conjunction  is  placed  on  a 
dotted  line  connecting  the  predicate  of  the  subordinate  clause  and 
the  word  in  the  principal  clause  modified  by  the  subordinate  clause. 
2.  I       I        shall  go 


time 


the  I  when 


Besides  being  a  connective,  wJufi  is  an  adverb  (conjunctive 
adverb),  modifying  comes ;  therefore,  it  is  written  under  cojnes,  and 
is  connected  by  a  dotted  line  to  the  word  modified  by  the  subordi- 
nate clause. 


LESSON   IV 
ANALYSIS 


1.  Notice  the  analysis  of  the  following  sentence: 

The  man  that  fell  overboard  was  drowned  before  the  boat 
reached  him. 
This  is  a  complex,  declarative  sentence ;  the  7nan  was  drowned 
is  the  independent  clause,  of  which  man  is  the  subject,  modified  by 
the^  an  adjective,  also  by  that  fell  overboard^  a  dependent,  adjective 
clause,  of  which  that  is  the  subject,/^//  is  the  predicate,  modified  by 
overboard^  an  adverb  of  place ;  was  drowfied  is  the  predicate  of  the 
independent  clause,  modified  by  before  the  boat  reached  him,  a 
dependent,  adverb  clause  of  time,  of  which  boat  is  the  subject,  modi- 
fied by  the,  an  adjective,  reached  is  the  predicate,  and  him  is  the 
object ;  before  connects  the  adverb  clause  to  was  drowned. 

2.  Analyze  these  sentences  according  to  the  preced- 
ing model : 

1.  Men  that  are  old  and  wise  should  be  consulted  by  the 

young. 

2.  The  criminal  fled  from  the  country  whose  laws  he  had 

broken. 


THE  NOUN  CLAUSE  137 

3.  Maize,  which  is  another  name  for  Indian  corn,  grows  in 

America. 

4.  I   am   not   solitary  while   I    read,    though   nobody   is 

with  me. 

5.  Whither  thou  goest,  I  will  go. 

6.  Confidence  cannot  dwell  where  selfishness  is  porter  at 

the  gate. 

7.  Measure  your  mind's  height  by  the  shadow  it  casts. 

In  this  sentence  the  connective  is  a  relative  pronoun  understood, 
which  is  the  object  of  casts. 

8.  One  who  is  contented  with  his  present  attainments  will 

never  become  famous. 

9.  The  house  where  we  live  is  very  old. 

10.    By  the  banks  of  "bonny  Doon  "  stands  the  cottage  in 
which  Robert  Burns  was  born. 

3.    Diagram  the  sentences  in  paragraph  2. 


LESSON    V 
THE  NOUN  CLAUSE 


I.    A  Noun  Clause  is  one  used  as  a  noun  ;  as  — 

1.  That  Columbus  discovered  America,  is  a  historic  fact. 
In  this  sentence,  the  dependent  clause,  That  Columbus  discovered 

Ajnerica,  is  the  subject  of  the  verb  is.  Therefore  it  is  a  noun  clause 
in  the  nominative  case.  The  entire  sentence  is  the  independent 
clause  when  the  dependent  clause  is  the  subject,  object,  or  part  of 
the  predicate. 

2.  The  Bible  says  that  God  gave  Moses   the  Ten  Com- 

mandments. 
In  this  sentence,  that  God  gave  Moses  the  Ten  Commandme7its 
is  the  object  of  the  verb  says.     It  is  a  noun  clause  in  the  objective 

case.  .  „ 

3.  The  question  is,  "  How  can  we  go?  " 

Here  the  clause.  How  can  we  go  ?  is  used  in  predicate  with  the 


138  ENGLISH  GRAMMAR 

verb  is,  and  means  the  same  thing  as  the  subject  question.     There- 
fore it  is  a  noun  clause  in  the  nominative  case. 

2.  In   each   of    these  sentences,  pick    out   the   noun 
clause,  and  name  its  case  : 

1.  We  learn  from  the  Declaration  of  Independence  that  all 

men  are  created  equal. 

2.  The  general   belief  is,  that   the   Northmen  discovered 

America. 

3.  That  Hannibal  was  a  brave  general,  is  disputed  by  few. 

4.  "  A  rolling  stone  gathers  no  moss,''  says  an  old  proverb. 

5.  The  Sadducees  beHeved  that  there  is  no  resurrection. 

6.  The  prisoner's  answer  was,  "  I  am  not  guilty." 

3.  A  noun   clause   used   in   the  predicate  (attribute 
complement)  is  usually  set  off  by  a  comma  ;  as  — 

Our  decision  is,  that  the  prisoner  is  not  guilty. 

4.  Write  three  complex  sentences,  each  having  — 

1 .  A  noun  clause  for  the  subject. 

2.  A  noun  clause  in  the  predicate. 

3.  A  noun  clause  for  the  object. 

5.  Analyze  the  sentences  you  have  just  written,  and 
name  the  case  of  each  noun  clause. 

6.  Notice  these  diagrams  : 

I.   That  the  earth  was  once  a  molten  mass,  is  taught  by 
scientists. 

That 


earth     !    was     ":     =     mass 

molten 


the 


once 


is  taught 


cr 

"^  scientists. 


That  is  a  conjunction,  used  as  an  introductory  word,  and  is 
placed  above  the  predicate,  with  which  it  is  connected  by  a  dotted 
line. 


ANALYSIS 


39 


2.   His  cry  was,  "  Where  am  I  ?  " 

I       I      am 


cry 


where 


His 


3.   The  speaker  said,  "The  Cubans  are  fighting  the  Span- 
iards." 

Cubans    |     are  fighting 

^l^g  ~     Spaniard^ 


speaker 


said 


The 


the 


LESSON    VI 
ANALYSIS 

I.    Analyze  these  sentences  : 

1 .  He  asked,  "  What  will  the  next  lesson  be? " 

2.  "He  that  borrows  the  aid  of  an  equal  understanding," 

said  Burke,  "  doubles  his  own."     {Oivn  is  an  adjec- 
tive.) 

3.  I  knew  that  it  was  he. 

4.  "  Where  are  all  the  good  buried?  "  inquired  Lamb. 

5.  Our  conclusion  is,  that  the  statement  is  not  correct. 

6.  That  the  world  moves,  was  believed  by  Galileo. 

7.  The  sentence  for  correction  was,  "All  that  glitters  is  not 

gold."  ^       . 

8.  His  statement  was,  "I  wish  that  my  friend  would  write 

a  book." 

9.  The  teacher  asked  why  I  inverted  the  divisor. 

Why  is  an  adverb  of  reason,  modifying  inverted.     It  does  not 
give  the  reason,  but  asks  for  it. 

10.   "  Here,"  said  Tom,  "  I  found  them  yesterday." 

2.    Diagram  the  preceding  ten  sentences. 


140  ENGLISH  GRAMMAR 

LESSON    VII 
THE   COMPOUND    SENTENCE 

1.  Examine  this  sentence  : 

Mary  reads  and  Lucy  recites. 
In  this  sentence  there  are  two  clauses,  but  neither  one  is  a  modi- 
fier ;  both  are  independent. 

2.  A  Compound  Sentence  is  one  that  contains  two  or 
more  independent  clauses. 

The  connective  between  the  clauses  of  a  compound  sentence  is 
usually  a7id^  but,  or,  nor,  etc. 

3.  Write  a  compound  sentence,  connecting  the  two 
clauses  by  — 

and,  or,  but,  nor. 

4.  Write  a  simple,  a  complex,  and  a  compound  sen- 
tence with  each  of  these  words  : 

engine,  soldier,  farmer,  rain,  clouds. 

5.  Notice  this  diagram  : 

Lincoln  was  President  and  Hamlin  was  Vice-President. 
Lincoln    |    was   =   President 


Hamlin      |    was  -   Vice-President. 

The  conjunction  (coordinate  conjunction)  connecting  the  clauses 
of  a  compound  sentence  is  written  on  a  double-dotted  line. 
6.    Analyze  these  sentences,  then  diagram  them  : 

1.  The  army  must  gain  a   victory,  or  our  cause  will  be 

ruined. 

2.  Justice  was  administered  under  the  shade  of  a  forest  tree, 

and  the  jury  sat  upon  a  log. 

3.  Prosperity  makes  friends,  but  adversity  tries  them. 


PHRASES  141 

LESSON    VIII 
CLASSES  OF  PHRASES 

1.  A  phrase  is  a  group  of  words  properly  combined, 
but  not  having  a  subject  and  predicate. 

2.  With  respect  to  form,  phrases  are  Prepositional, 
Infinitive,  and  Participial. 

3.  A  Prepositional  Phrase  is  one  whose  first  word  is 
a  preposition. 

4.  A  Participial  Phrase  is  one  whose  first  word  is  a 
participle. 

In  poetry,  the  preposition  or  the  participle  may  not  be  the  first 
word  of  the  phrase,  but  it  will  be  the  first  when  the  words  are  arranged 
in  their  natural  order. 

5.  An  Infinitive  Phrase  is  one  introduced  by  an  in- 
finitive. 

6.  With  respect  to  use,  phrases  are  Adjective,  Ad- 
verb, and  Noun. 

7.  An  Adjective  Phrase  is  one  used  as  an  adjective. 

8.  An  Adverb  Phrase  is  one  used  as  an  adverb. 

9.  A  Noun  Phrase  is  one  used  as  a  noun. 

Usually  only  phrases  introduced  by  a  preposition, 
an  infinitive,  or  a  participle,  are  called  phrases  in  gram- 
mar, but  many  other  expressions  are  phrases;  as,  tall 
trees ^  an  old  man,  must  go. 


142 


ENGLISH  GRAMMAR 


10.  Classify  the  phrases  in  these  sentences  with  re- 
spect to  form  and  use : 

1.  Napoleon,    having    been   conquered,    was  sent    to   St. 

Helena. 

2.  A  stack  of  wheat  standing  on  the  hill  was  struck  by 

lightning, 

3.  Franklin  was  sent  to  France  to  ask  aid  for  the  colonies. 

4.  The  young  lady  wished  to  learn  to  sing. 

5.  To  tell  the  truth  is  our  duty. 

6.  To  meet  difficulties  bravely  is  to  conquer  them. 

7.  The  prize  was  given  to  the  smallest  boy  in  the  room. 

11.  Write  two  sentences,  each  having  — 

1.  A  prepositional  phrase. 

2.  A  participial  phrase. 

3.  An  infinitive  phrase. 

4.  An  adjective  phrase. 

5.  An  adverb  phrase. 

6.  A  noun  phrase. 


12. 


Notice  these  diagrams  : 
I.   That  lady  wished  to  learn  to  sing. 

I      to  sing. 


L 

to  learn 

lady     1     wished 

That 

In  diagraming,  the  infinitive  is  written  on  a  curved  line. 
2.    The  letter  written  so  neatly  has  been  received, 
letter        1       has  been  received. 


The       I 


written 


neatly 


so 


The  diagram  for  the  participle  is  the  same  as  that  for  the  infini- 


tive. 


THE  NOUN  143 


LESSON  IX 
ANALYSIS 

Analyze  these  sentences,  then  diagram  them : 

1.  If  spring  has  no  blossoms,  autumn  will  have  no  fruit. 

2.  I  love  to  lose  myself  in  other  men's  minds. 

3.  A  pronoun  is  sometimes  followed  by  the  noun  to  which 

it  refers. 

4.  When  anger  rises,  think  of  the  consequences. 

5.  We  should  endeavor  to  secure  the  friendship  of  that 

Being   who   holds   in    his    hands   the    reins   of   the 
universe. 

6.  He  was  anxious  to  go,  but  his  friends  restrained  him. 

7.  We  know  not  when  he  departed. 

8.  The  general  opinion  is,  that  exercise  promotes  health. 

9.  The  time,  so  long  expected,  finally  arrived. 

10.  Having  carefully  read  the  letter,  he  laid  it  away. 

11.  Plants  live,  grow,  and  die ;  but  they  do  not  feel. 

12.  We  go  to  school  to  learn. 


LESSON  X 
THE  NOUN 


1.  A  Noun  is  the  name  of  anything. 

2.  A  Proper  Noun  is  the  name  of  a  particular  per- 
son, place,  or  thing. 

3.  A  Common  Noun  is  a  general  name,  and  can  be 
applied  to  any  one  of  a  class. 

4.  A  Collective  Noun  is  a  name  applied  to  a  group 
of  objects  ;  as,  herd^fafnily^  school,  etc. 


144  ENGLISH  GRAMMAR 

5.  An  Abstract  Noun  is  the  name  of  a  quality,  not 
of  a  substance  ;  as,  love,  hate.forgetftilness,  etc. 

6.  A  Material  Noun  is  the  name  of  some  kind  of 
matter  or  substance;  as,  bread,  meat,  metal, flour. 

7.  A  Verbal  Noun  is  one  derived  from  a  verb ;  as, 
reading,  ivalking,  etc. 

Verbal  nouns  are  sometimes  called  Participial  Nouns. 

8.  A  Diminutive  Noun  is  one  derived  from  another 

noun,  and  expresses  an  object   of   the  same  kind  but 

smaller ;  as,  leaflet,  duckling,  Jiillock. 

Collective,  abstract,   material,  verbal,  and  diminutive  nouns  are 
all  common  nouns. 

9.  The    modifications    of  nouns  and    pronouns    are 
Gender,  Person,  Number,  and  Case. 

10.  Gender  is  a  distinction  of  nouns  and  pronouns  in 
regard  to  sex. 

11.  The  Masculine  Gender  denotes  the  names  of 
males. 

12.  The  Feminine  Gender  denotes  the  names  of 
females. 

13.  The  Common  Gender  denotes  the  names  of  either 
males  or  females,  or  both. 

14.  The  Neuter  Gender  denotes  the  names  of  neither 
males  nor  females. 

By  a  figure  of  speech  called  Personification,  neuter  objects  are 
sometimes  regarded  as  either  masculine  or  feminine.  Thus,  the 
sun,  ti?jzey  death,  war,  etc.,  are  usually  considered  as  masculine; 
and  the  earth,  the  7noon,  virtue,  a  ship,  night,  etc.,  are  generally 
considered  as  feminine.     Names  of  objects  conveying  the  idea  of 


GENDER 


145 


strength,  Power,  or  grandeur  zre  in  the  masculine  when  personified; 
and  names  of  objects  conveying  the  idea  of  beauty  or  weaktiess  are 
feminine.  "  The  sun  shines  in  his  splendor,  and  the  moon  displays 
her  silvery  light." 

Sometimes,  when  the  personification  is  strongly  marked,  the 
name  of  the  personified  object  should  begin  with  a  capital ;  as, 
"Come,  O  gentle  Spring!  with  all  thy  beauty." 

15.  The  gender' of  nouns  is  indicated  in  three  ways : 

1 .  By  different  words  ;  as,  boy,  girl;  kmg,  queen. 

2.  By     different    terminations ;     as,    emperor,    empress ; 

exeaitor,  executrix. 

3.  By  different  prefixes   or  affixes;    as  he-goat,  she-goat; 

landlord,  landlady. 

16.  Study  the  masculine  and  feminine  forms  of  these 
nouns,  and  notice  the  formation  of  each  : 


Masculine 

Feminine 

Masculine 

Feminine 

abbot, 

abbess ; 

giant, 

giantess ; 

actor, 

actress ; 

hart. 

roe; 

administrator. 

,  administratrix ; 

i  heir. 

heiress ; 

archduke, 

archduchess ; 

hero. 

heroine ; 

bachelor, 

maid, 
spinster ; 

lad, 
lord, 

lass; 
lady; 

baron. 

baroness ; 

lion, 

lioness ; 

beau. 

belle; 

marquis, 

marchioness ; 

bridegroom^ 

bride ; 

negro, 

negress ; 

cock, 

hen ; 

nephew, 

niece ; 

rooster, 

peer. 

peeress ; 

count, 
earl. 

countess ; 

prince, 
prior. 

princess ; 
prioress ; 

czar. 

czarina ; 

shepherd, 

shepherdess ; 

don. 

dorla; 

stag. 

hind ; 

drake, 

duck ; 

sultan. 

sultana ; 

duke, 

duchess ; 

swain, 

nymph ; 

emperor. 

empress ; 

testator, 

testatrix ; 

friar, 

viscount. 

viscountess ; 

monk, 

nun ; 

widower. 

widow ; 

gander, 

goose ; 

wizard, 

witch. 

gentleman, 

f  gentlewoman, 
{lady; 

HOENSHEL'S  ENG.  GRAM.  — 

10 

146  ENGLISH   GRAMMAR 

LESSON  XT 
PERSON  AND    NUMBER 

1.  Person  is  that  modification  of  nouns  and  pro- 
nouns which  denotes  the  speaker,  the  person  spoken 
to,  or  the  person  spoken  of. 

2.  The  First  Person  denotes  the  speaker. 

3.  The  Second  Person  denotes  the  person  spoken  to. 

4.  The  Third  Person  denotes  the  person  spoken  of. 

A  noun  is  not  often  found  in  the  first  person,  and  when  it  is,  it  is 
used  in  connection  with  a  pronoun  that  stands  for  the  speaker ;  as, 
"  I,  John,  saw  the  Holy  City."  "  We,  the  meanders,  of  the  Crescent 
Literary  Society. 

5.  Number  is  that  modification  of  a  noun  or  pronoun 
by  which  it  denotes  one  or  more  than  one. 

6.  The  Singular  Number  denotes  but  one. 

7.  The  Plural  Number  denotes  more  than  one. 

8.  The  plural  is  usually  formed  by  adding  s  to  the 
singular. 

9.  Nouns  ending  in  s,  s/i,  ch,  x,  and  ^  form  the 
plural  by  adding  es  to  the  singular. 

10.  Nouns  ending  in  y  preceded  by  a  consonant 
change  y  to  i  and  add  es.  Nouns  ending  in  y  pre- 
ceded by  a  vowel  simply  add  s. 


NUMBER 


147 


11.  The  following  nouns  ending  in  /  or  fe  form  the 
plural  by  adding  s : 

brief,  chief,  fife,  grief,  gulf,  hoof,  handkerchief,  mischief, 
proof,  reef,  reproof,  roof,  safe,  scarf,  strife,  surf,  turf;  and 
those  ending  in  ff. 

12.  Other  nouns  ending  in  f  ox  fe  change  /to  v  and 
add  es. 

13.  Write  the  plural  of  these  nouns  : 


daisy 

sheaf 

dress 

latch 

pony 

wife 

pansy 

dish 

money 

proof 

berry 

shelf 

grief 

watch 

alley 

enemy 

life 

leaf 

wharf 

envoy 

buoy  crutch  reef  colloquy 

14.  Nouns  ending  in  o  preceded  by  a  vowel  form  the 
plural  by  adding  s  — 

folio,  folios  ;  ratio,  ratios  ;  oratorio,  oratorios. 

15.  Most  nouns  ending  in  0  preceded  by  a  consonant 

form  the  plural  by  adding  es,  while  a  few  others  add  s. 

potato, 

piano, 

buffalo, 

solo, 

motto, 

16.  Letters,   figures,   and    signs  form   the   plural  by 
adding  the  apostrophe  (')  and  j  ;  as  — 

1.  Dot  your  zV  and  cross  your /'j. 

2.  Your  2's  are  too  large. 

17.  Some  nouns  are  used  only  in  the  plural: 

tongs,    scissors,     ashes,    stairs,    annals,    victuals,    riches, 
billiards,  archives. 


potatoes ; 

cargo, 

cargoes ; 

pianos ; 

grotto. 

grottoes ; 

buffaloes ; 

echo, 

echoes ; 

solos ; 

canto. 

cantos ; 

mottoes ; 

tornado. 

tornadoes. 

148  ENGLISH  GRAMMAR 

18.  Some  nouns  are  always  singular  : 

gold,  silver,  wheat,  corn,  molasses,  logic. 
Some  nouns  may  be  used  in  the  plural  when  different  kinds  are 
meant ;  as,  suga?^Sy  coffees,  cottons. 

19.  The  following  are  plural  in  form,  but  are  always 

singular  in  meaning : 

news,   gallows,    mathematics,   ethics,   politics ;    and   other 
words  ending  in  ics.     Athletics  is  usually  plural. 

20.  Some  nouns  are  alike  in  both  numbers  : 

deer,  pair,  sheep,  trout,  cannon,  swine,  grouse,  series,  spe- 
cies, corps. 

21.  Write  the  plural  of  these  nouns  : 

man,  goose,  inch,  treaty,  pulley,  quarto,  pufF,  ox,  species, 
deer,  half,  party,  safe,  bunch,  toy. 

22.  Write  the  singular  of  these  nouns : 

mice,  children,  ladies,  lunches,  series,  tomatoes,  cattle. 


LESSON  XII 
CASE 


1.  Case  is  that  modification  of  nouns  and  pronouns 
which  shows  their  relation  to  other  words. 

2.  A  noun  or  pronoun  used  as  the  subject  of  a  propo- 
sition is  in  the  Nominative  Case. 

3.  A  noun  or  pronoun  used  in  the  predicate  with  an 
intransitive  verb  is  in  the  Nominative  Case ;  as  — 

1 .  Napoleon  was  emperor  of  France. 

2.  Washington  became  president. 


CASE 


149 


When  a  noun  is  in  the  predicate  with  a  verb  in  the 
passive  voice,  it  is  in  the  Nominative  Case;  as  — 

1 .  Architecture  has  been  called  frozen  music. 

2.  He  was  elected  captain. 

4.  A  noun  used  as  the  name  of  a  person  or  thing 
addressed,  or  used  independently,*  is  in  the  Nominative 
Case;  as  — 

1.  Carlo ^  come  here. 

2.  Solomon,  a  wise  man  was  he! 

Notice  the  punctuation  of  the  above  sentences. 

5.  A  noun  or  pronoun  used  as  the  object  of  a  verb  or 
preposition  is  in  the  Objective  Case. 

A  word  may  be  in  the  objective  case  after  a  participle  ;  as,  "  Hear- 
ing a  7ioise,  I  turned.'" 

Here  7ioise  is  the  object  of  the  participle  hearing. 

6.  Nouns  denoting  weight,  measure,  value,  distance, 
time,  etc.,  are  in  the  Objective  Case  without  a  govern- 
ing word  ;  as  — 

1.  The  mountain  is  three  miles  high. 

2.  This  man  weighs  two  hundred /^2^«/aJf. 

3.  Good  butter  is  worth  thirty  cents  ?i  pound. 

4.  This  plant  has  grown  two  inches  since  yesterday. 

Tell  why  each  of  the  words  in  italic  in  the  preceding  sentences 
is  in  the  objective  case. 

7.  Examine  these  sentences  : 

1.  I  wish  to  go. 

2.  I  wish  Henry  to  go. 

Who  is  to  go  in  the  first  sentence?     In  the  second  sentence? 
What  is  the  subject  of  the  first  sentence?     Of  the  second? 

*  The  different  varieties  of  independent  constructions  will  be  explained 
on  page  240. 


ISO 


ENGLISH  GRAMMAR 


In  the  first  sentence,  /,  the  subject  of  the  sentence,  is  also  the 
subject  of  the  infinitive  to  go.  In  the  second  sentence,  Henry  is 
the  subject  of  the  infinitive  to  go,  and  is  in  the  objective  case. 

8.  A  noun  or  pronoun  used  as  the  subject  of  an  in- 
finitive is  in  the  Objective  Case,  unless  it  is  also  the 
subject  of  the  proposition.* 

9.  Name  the  case  of  each  of  the  subjects  of  these 
infinitives. 

1.  The  father  wishes  his  son  to  study  grammar. 

2.  The  son  does  not  wish  to  study  grammar. 

3.  The  traveler  planned  to  go  to  Africa. 

4.  The  showman  wanted  his  lion  to  be  tamed. 

10.  When  an  intransitive  infinitive  has  an  objective 
subject,  it  may  have  an  Objective  Attribute;  as,  I  want 
him  to  be  a  teacher. 

Here  teacher  is  the  attribute  complement,  but  it  is  in  the  objec- 
tive case  to  agree  with  ///;;/.  It  may  properly  be  called  Objective 
Attribute. 

11.  Notice  these  diagrams : 

I .   Mary,  shut  the  door. 
Mary 
X         1        shut 

door. 


the 

A  word  used  independently  is  not  connected  with  the  sentence. 
2.    The  mountain  is  three  miles  high, 
mountain       I       is  -  high. 


The 


miles 


three 


*  When  the  subject  of  the  infinitive  is  a  predicate  noun,  it  is  in  the 
nominative  case;   as,  "  He  is  the  man  to  be  blamed." 


APPOSITION  151 

A  noun  in  the  objective  case  without  a  governing  word  is  dia- 
gramed as  if  it  were  the  object  of  a  preposition,  but  nothing  is 
written  on  the  preposition  Hne.  As  no  preposition  is  understood, 
no  cross  should  be  used. 

3.    I  wish  Henry  to  be  a  merchant. 
Henry 
I     I    wish 


\^  to  be  =  merchant. 


LESSON  XIII 
APPOSITION 


1.  Write  two  sentences,  each  having  a  word  in  the 
nominative  case  — 

1.  In  predicate  with  a  passive  verb. 

2.  Used  independently. 

2.  Write  two  sentences,  each  having  a  noun  or  pro- 
noun in  the  objective  case  — 

1 .  Object  of  a  participle. 

2.  Object  of  an  infinitive. 

3.  Without  a  governing  word. 

4.  Subject  of  an  infinitive. 

5.  Objective  attribute. 

3.  Examine  these  sentences  : 

1 .  Henry,  the  bootblack,  is  an  industrious  boy. 

2.  I  saw  Henry,  the  bootblack. 

Does  bootblack  refer  to  the  same  person  as  Henry  ?  Of  what  use 
is  the  word  bootblack  in  these  sentences? 

4.  A  noun  or  pronoun  used  to  explain  another  noun 
or  pronoun  is  said  to  be  in  the  same  case  by  apposition 
as  the  word  explained. 


152 


ENGLISH  GRAMMAR 


In  the  first  sentence  given  in  paragraph  3,  bootblack  is  in  the 
nominative  case  in  apposition  with  Henry,  and  in  the  second 
sentence  it  is  in  the  objective  case  in  apposition  with  Henry. 

5.  A  noun  in  apposition  is  usually  set  off  by  a  comma. 

6.  A  noun  clause  may  be  in  apposition  with  a  word ; 
as,  "  The  doctrine  that  all  men  are  created  equal,  was 
held  by  our  fathers."  The  noun  clause,  that  all  men 
are  created  eqital,  is  in  the  nominative  case  in  apposition 
with  doctrme. 

7.  Notice  these  diagrams  : 

that 
I. 


men 

1      are 

created  — 

equal 

all 

( 

ioctrine         ( 

)        1        was  held 

The 

fathers. 

our 

2.    I  have  read  the  orations  of  Webster,  the  statesman. 
I        Webster     (statesman.) 


the 


An  appositive  noun  or  pronoun  is  written  on  the  same  line  as  the 
word  it  explains,  and  is  inclosed  in  a  parenthesis. 

8.  Write  three  sentences,  each  having  a  noun  or  pro- 
noun— 

1.  In  the  nominative  case  by  apposition. 

2.  In  the  objective  case  by  apposition. 

9.  Write  a  sentence  having  a  noun  clause  in  appo- 
sition with  — 

1.  The  subject. 

2.  The  object. 


REVIEW  153 


LESSON  XIV 

REVIEW 

Name  the  case  of  each  noun  and  each  noun  clause  in 
these  sentences,  then  diagram  the  sentences : 

1 .  Think  that  to-day  shall  never  dawn  again. 

2.  We  remained  a  week  at  Saratoga. 

3.  We  rode  three  hours  through  a  beautiful  valley. 

4.  We  walked  four  miles  an  hour. 

5.  Some  houses  in  Chicago  are  one  hundred  and  fifty  feet 

high. 

6.  Franklin,  the  philosopher  and  statesman,  was  American 

minister  to  France. 

7.  Mr.  Roberts,  the  teacher,  gave  his  book,  a  grammar,  to 

Henry,  his  oldest  pupil. 

8.  This  man  desires  his  son  to  be  a  lawyer. 

9.  Do  you  believe  that  old  proverb,  "  Honesty  is  the  best 

policy ""  ? 

10.  It  is  evident  that  my  friend  is  right. 

11.  The  order  is  this  :  "  Follow  your  leader." 


LESSON  XV 
REVIEW 


Write  two  sentences,  each  having  a  noun  in  the 

1.  Nominative  case  in  predicate. 

2.  Nominative  case  in  apposition  with  subject. 

3.  Nominative  case  in  apposition  with  predicate  noun. 

4.  Nominative  case  by  direct  address. 

5.  Objective  case  in  apposition  with  the  object. 

6.  Objective  case  without  a  governing  word. 


154  ENGLISH  GRAMMAR 

2.  Write  a  sentence  having  a  noun  clause  in  the  — 

1.  Nominative  case,  subject. 

2.  Nominative  case  in  apposition  with  the  subject. 

3.  Nominative  case  in  the  predicate. 

4.  Objective  case,  object  of  a  verb. 

5.  Objective  case  in  apposition  with  a  noun. 

3.  Write  a  sentence  containing  a  word  in  apposition 

with  — 

the  Hudson,  London,  Shakespeare,  Europe,  William  Mc- 
Kinley,  Victoria. 


LESSON  XVI . 
THE  POSSESSIVE  CASE 

1.  The  Possessive    Case    denotes    the    possessor,  or 

owner. 

2.  Singular  nouns,  and  plurals  not  ending  in  s,  form 
the  possessive  by  adding  the  apostrophe  (')  and  s* 
Plurals  ending  in  s  add  the  apostrophe  (')  only. 

3.  Write  the  possessive  singular  and  the  possessive 

plural  of  these  nouns  : 

dog  boy  man         lion  city  foot 

fox  child         tooth        ox  pony         mouse 

4.  When  the  same  thing  belongs  to  two  or  more  in 
common,  the  possessive  sign  is  added  only  to  the  last ; 

as  — 

1.  Parker  and  Wilson's  store. 

2.  Lucy  and  Mary's  books. 


♦See  page  241. 


THE  POSSESSIVE  CASE  155 

Parker's  and  Wilson's  store  means  that  each  owns  a  store.  Par- 
ker's and  lVilso?i's  stores  means  that  each  owns  more  than  one  store. 
Parker  and  VVilsoiCs  stores  means  that  they  own  more  than  one 
store  in  partnership. 

5.  When  two  nouns  are  in  apposition,  the  possessive 
sign  is  added  only  to  the  one  nearest  the  name  of  the 
object  possessed  ;  as  — 

1.  King  Henry's  dominions. 

2.  Henry,  the  king's,  dominions. 

In  each  of  these  sentences  Henry  and  king  are  both  in  the  pos- 
sessive case,  but  only  one  sign  is  used. 

6.  Such  complex  nouns  as  son-in-laiv,  Duke  of  Wel- 
lington, etc.,  use  but  one  possessive   sign,  and  add  it  to 

the  last  word  ;  as  — 

1.  His  son-in-law's  home. 

2.  The  Duke  of  WelHngton's  career. 

7.  The  following  sentences  are  all  correct.  Give 
reasons  for  the  use  of  the  possessive  sign : 

1.  These  are  neither  Luther's  nor  Lucy's  books. 

2.  This  occurred  during  neither  Lincoln's  nor  Grant's   ad- 

ministration. 

3.  Smith,  the  captain's,  life  was  full  of  adventure. 

4.  I  bought  this  book  at  Johnson,  the  bookseller's,  store. 

5.  Brown  and  Green's  factory  is  large. 

6.  Bowman's  and  Haddam's  house  are  large. 

7.  Bowman's  and  Haddam's  houses  are  large. 

In  the  6th  sentence,  the  word  house  is  understood  after  the  word 
Bowman's.  In  the  7th  sentence,  the  word  houses  is  understood  after 
the  word  Bow?na7i's. 

8.  Correct  where  necessary. 

1.  Howard's,  the  philanthropist's,  life  was  spent  in  alle- 

viating the  sufferings  of  others. 

2.  For  the  prisoner's  sake,  his  brother's. 

3.  He  did  it  at  his  mother's  request,  a  kind  lady. 


156  ENGLISH  GRAMMAR 

4.  The  Bank  of  England  was  established  in  William's  and 

Mary's  reign. 

5.  This  was  neither  the  teacher  nor  the  students'  desire. 

6.  Whittier's,   the    poet's,    "  Snow-Bound "  is    much  ad- 

mired. 

7.  The  Queen's  of  England  salary  is  large. 

8.  Lewis  &  Clark's  expedition  was  made  in  1803. 


LESSON  XVII 
REVIEW 


1.  Write  three  sentences,  each  containing  two  or  more 
nouns  denoting  joint  ownership. 

2.  Write    three    sentences,  each  containing  two   or 
more  nouns  denoting  separate  ownership. 

3.  Write  a  sentence  containing  the  possessive  singular 
of  — 

father-in-law,  king  of  India,  Duke  of  Wellington. 

4.  Change  these  expressions  to  the  form  of  the  pos- 
s  essive  case  ;  thus  : 

The  signature  of  the  author  —  The  author's  signature. 

1.  The  sting  of  the  bee. 

2.  The  stings  of  the  bees. 

3.  The  house  of  my  friend  George. 

4.  The  domain  of  Alexander  the  Great. 

5.  The  trial  of  Mary,  Queen  of  Scots. 

6.  The  home  of  Mary  and  Martha  (sisters). 

7.  The  homes  of  Mary  and  Martha  (not  sisters). 

8.  The  poems  of  Bryant  or  Whittier. 

9.  The  pianos  of  Root  &  Cady.     (Joint  possession.) 

10.    The  pianos    of  Steinway    and    Chickering.     (Separate 
possession.) 


THE    PRONOUN  I  57 

5.  A  noun  in  the  possessive  case  is  sometimes  used  to 
form  a  part  of  a  complex  or  compound  noun.  When  so 
used,  it  should  not  be  parsed  separately  ;  as  — 

1.  Harper's  Ferry  is  a  town  on  the  Potomac. 

2.  Bunyan  wrote  "  The  Pilgrim's  Progress:^ 


LESSON  XVIII 
THE   PRONOUN 


1.  A  Pronoun  is  a  word  used  instead  of  a  noun. 

2.  The  Antecedent  of  a  pronoun  is  the  word  for 
which  it  stands. 

3.  A  Personal  Pronoun  is  one  that  indicates  its  per- 
son by  its  form. 

4.  A  Compound  Personal  Pronoun  is  one  that  is 
formed  by  adding  to  some  forms  of  the  personal  pro- 
nouns self  for  the  singular  and  selves  for  the  plural. 

5.  A  Relative  Pronoun  is  one  that  relates  to  some 
preceding  word  or  words,  and  connects  clauses. 

6.  A  Compound  Relative  Pronoun  is  one  that  is 
formed  by  adding  ever  or  soever  to  the  relatives  who, 
which,  and  what. 

7.  What,  when  a  relative,  is  equivalent  to  the  thing 
which,  or  the  things  which,  and  is  called  a  Double 
Relative, 


158  ENGLISH  GRAMMAR 

8.  An  Interrogative  Pronoun  is  one  used  in  asking 
questions. 

9.  An  Adjective  Pronoun  is  one  that  performs  the 
offices  of  an  adjective  and  a  noun. 

Adjective  Pronouns  are  sometimes  called  Pronominal  Adjectives. 

10.  Adjective  Pronouns  may  be  divided  into  Demon- 
strative Pi'onouns  and  Indefinite  Prononns. 

11.  The  Demonstrative  Pronouns  are  : 

Singular  Plural 

this  these 

that  those 

12.  The  most  common  Indefinite  Pronouns  are  all, 
any,  each,  either,  neither,  feiv,  many,  none,  one,  other, 
another,  some,  several,  such. 

13.  A  pronoun  must  agree  with  its  antecedent  in 
gender,  person,  and  number,  but  its  case  is  determined 
by  its  office  in  the  sentence. 

14.  To  Decline  a  noun  or  pronoun  is  to  give  its 
various  forms  to  represent  the  different  numbers  and 
cases. 

DECLENSION  OF  PRONOUNS 

PERSONAL   PRONOUNS 

^   [^  Nominative :  I  thou  you  he,  she  it 

^  j  Possessive :  my,  mine*  thy,  thine*  your,  yours*  his,  her,  hers*    its 

i^   I  Objective :  me  thee  you  him,  her  it 

^   f  Nominative :  we,  ye  you  they 

^  \  Possessive  :  our,  ours  your,  yours  your,  yours  their,  theirs 

5;   [  Objective :  us  you  you  them 

*  Most  authors  consider  mine,  thine,  yours,  and  hers,  in  the  possessive 
case.     For  another  view,  see  page  248. 


RELATIVE    PRONOUNS 

who 

which 

whose 

whose 

whom 

which 

DIAGRAMS  159 


Nominative: 
Possessive : 
Objective : 

The  plural  of  the  relatives  is  the  same  as  the  singular. 
That  and  what  are  not  declined. 
The  interrogatives   who   and  which   are   declined    in    the  same 
manner  as  the  relatives  who  and  which. 

The  compounds  whoever  and  whosoever  are  declined  in  the  same 
manner  as  who. 


LESSON  XIX 

PARSING  AND  DIAGRAMING 

I.    Notice  these  diagrams  : 

I .    Give  it  to  whoever  wants  it. 
X        I       Give  ^_^^ 

it 


o 

X 


/hoever    I     wants 

jt 

As  the  antecedent  of  a  compound  relative  is  never  expressed,  its 
place  is  indicated  by  a  cross. 

Remember  that  a  relative  (simple  or  compound)  is  always  in  the 
dependent  clause,  but  its  antecedent  is  always  in  the  independent 
clause. 

2.    He  heard  what  I  said. 

What  =  that  which. 

He     I     heard 

that 


said. 


which 


l6o  ENGLISH  GRAMMAR 

2.  Parse  the  pronouns  in  these  sentences,  according 
to  the  model  found  on  page  93. 

1.  Where  lies  the  land  to  which  the  ship  would  go  ? 

2.  My  ramble  soon  led  me  to  the  church,  which  stood  at  a 

little  distance  from  the  village. 

3.  He  that  is  not  with  me  is  against  me. 

4.  It  was  a  dreary  road. 

5.  It  is  strange  that  he  should  do  it. 

The  antecedent  of  the  first  it  is  the  noun  clause  that  he  should 
do  it. 

6.  It  was  James  that  we  saw. 

7.  It  is  they  who  must  go. 

8.  You  yourself  should  go. 

9.  Whom  did  you  see  ? 
10.  Take  what  you  want. 

Notice  the  idiomatic  uses  of  //  in  the  5th,  6th,  and  7th  sentences. 
It  may  refer  to  a  phrase,  a  clause,  or  to  a  noun  of  the  masculine  or 
feminine,  singular  or  plural,  for  its  antecedent. 

3.  Diagram  the  sentences  in  paragraph  2. 


LESSON  XX 
REVIEW 


1.  Write  a  sentence  having  for  its  subject  — 

1.  A  personal  pronoun,  second,  feminine. 

2.  A   personal  pronoun,  first,  masculine. 

3.  An  interrogative  pronoun. 

4.  An  adjective  pronoun. 

2.  Write  a  sentence  containing  — 

1.  A  compound  personal  pronoun,  first  person. 

2.  A  compound  personal  pronoun,  second  person. 

3.  A  compound  personal  pronoun,  masculine. 


CHOICE  OK  PRONOUNS  l6l 

4.  A   compound    personal    pronoun,    singular,    masculine, 

nominative. 

5.  A  compound  personal  pronoun,  plural,  nominative. 

6.  A  relative  pronoun,  nominative. 

7.  A  relative  pronoun,  object  of  a  verb. 

8.  A  relative  pronoun,  object  of  a  preposition. 

9.  A  relative  pronoun,  possessive  case. 

10.  A  compound  relative. 

11.  A  double  relative. 


LESSON  XXI 
CHOICE  OF  PRONOUNS 


1.  Of  the  relative  pronouns,  zvJio  is  used  for  persons, 
which  for  animals  and  things,  and  that  for  persons, 
animals,  and  things. 

It  will  be  seen  that  the  only  difficulty  in  the  choice  of  a  relative  is 
in  deciding  when  to  use  that. 

2.  That  is  to  be  preferred  to  zvho  or  wJiich  — 

1.  When    the    antecedent    embraces    both    persons    and 

things  ;  as,  The  soldiers  and  horses  that  J  saw. 

2.  After  the  words  all,  very,  and  satne. 

3.  After  an  adjective  in  the  superlative  degree.* 

3.  Give  reasons  for  using  that  in  these  sentences  : 

1.  The  men  and  cattle  that  were  on  the  train  were  killed 

in  the  wreck. 

2.  I  watched  the  boy  and  monkey  that  were  entertaining 

the  crowd  on  the  street. 

3.  This  is  the  same  book  that  my  father  used. 

4.  The  thief  lost  all  the  money  that  he  stole. 

5.  Solomon  is  said  to  have  been  the  wisest  man  that  ever 

Hved. 


*  For  the  use  of  that  in  restrictive  clauses,  see  page  249. 
hoenshel's  eng.  gram.  —  1 1 


l62  ENGLISH  GRAMMAR 

4.  Fill  the   blanks   with   wlio  (or  whom\  which,  or 
that: 

1.  He  was  deceived  by  the  friend  in he  trusted. 

2.  These  are  the  same  persons assisted  us  before. 

3.  All he  heard  did  not  change  his  opinion. 

4.  These   Germans    still  remember  the    friends    and    the 

home they  left  in  Europe. 

5.  The  train  on you  came  was  two  hours  late. 

6.  He  was  the  first succeeded. 

{First  may  be  considered  a  superlative.) 

5.  Give  the  reason  for  the  case  of  each  pronoun  in 
these  sentences : 

1 .  To  whom  did  he  go  ? 

2.  Whom  did  he  tell?  her  or  him? 

3.  It  was  intended  for  either  you  or  him. 

4.  It  was  she. 

5.  It  might  have  been  they. 

6.  Know  well  whom  you  admit  to  your  friendship. 

7.  This  is  between  you  and  me. 

8.  I  thought  it  was  he. 

9.  I  thought  it  to  be  him. 

10.  Whom  did  you  take  him  to  be?     (You  did  take  him  to 

be  whom?) 

11.  There  are  few  better  men  than  he  (is). 

12.  He  mistook  her  for  me. 

13.  Do  you  know  whom  he  sent? 

14.  Do  you  know  who  went? 

15.  Them  that  honor  me  I  will  honor.     (I  will  honor  them 

that  honor  me.) 

16.  He  wants  you  and  me  to  go. 

17.  He  is  as  old  as  I  (am) 

18.  She  is  younger  than  he. 

19.  This  is  for  you  and  me. 

20.  Her  that  is  idle  the  teacher  will  reprove. 

21.  Let  us  worship  God,  him  who  created  us. 

22.  Whom  are  you  speaking  to? 


DRILL  ON  PRONOUNS  163 

LESSON  XXII 

CORRECT   CASE   FORMS 

Fill  these  blanks  with  pronouns  in  the  correct  case. 
Give  reasons  for  your  choice : 

1.  This  is  a  secret  between and . 

2.   did  you  see? 

3.  He  knows it  was. 

4.  Was  it you  met  ? 

5.  What  were  you  and talking  about? 

6.  My  brother  did  fully  as  well  as  . 

,  7.    Her  mother  and have  gone  to  the  city. 

8.     that  seek  shall  find. 

9.  Is  it you  wish  to  see  ? 

10.    do  you  take  me  to  be? 

1 1 .  Mother  went  with  sister  and . 

12.  We  did  not  tell  her the  letter  was  from. 

13.  Can  you  teach  and to  draw? 

14.    is  younger  than . 

15.  The  teacher  asked and to  stay. 

16.  It  is , ,  and  that  are  to  blame. 

17.  He  is  the  same  man  met  us  on  the  bridge. 

18.  There  goes  the  man house  was  burned. 

19.  The  gentleman you  spoke  to  is  my  uncle. 

20.  This  is  the  longest  lesson we  ever  had. 

21.  The  men  and  the  tools you  sent  for  have  arrived. 

22.   do  you  sit  with? 

23.  I  know you  love. 

24.   do  you  think  that  I  am? 

25.  Did  you  see  Robert  and ? 

26.  I  saw  you  and in  the  city. 

27.  I  do  not  know they  said  went. 

28.  Father  told  James  and to  go  to  school. 

29.  He  married  a  lady they  say  is  very  wealthy. 

30.  She  married  a  man I  know  to  be  worthless. 

31.  I  saw  the  man I  think  is  to  speak. 


l64  ENGLISH  GRAMMAR 

32.  He  addressed  Lillian  and . 

33.  All   are   gone   but and .     (When  but  means 

except^  it  is  a  preposition.) 

34.  It  was you  said  it  was. 

35.  It  was you  said  it  to  be. 

36.  Lucy  and go  to  school. 

(This  last  blank  can  be  filled  by  seven  different  personal  pro- 
nouns.    Find  them.) 


LESSON  XXIII 
AGREEMENT   OF   PRONOUN   WITH    ANTECEDENT 

1.  Which  and  what  often  are  interrogative  adjectives  ; 

as  — 

1.  Which  book  have  you ? 

2.  What  answer  did  he  make? 

We  have  now  used  what  as  an  interrogative  pronoun,  a  double 
relative,  and  an  adjective.  It  is  sometimes  an  adverb,  meaning 
partly  ;  as,  "  What  by  economy  and  what  by  industry  he  amassed  a 
fortune." 

IVkat  is  also  an  interjection  ;  as,  "  What!  did  he  go? " 

2.  In  these  sentences  each  pronoun  agrees  with  its 
antecedent  in  gender,  person,  and  number.  Examine 
carefully  : 

1.  Each  one  of  us  must  prepare  A/s  own  lesson. 

2.  Boys,    every    one   of  you  is   responsible   for    /its    own 

conduct. 

3.  Has  everybody  solved  h's  problems? 

4.  All  the  girls  have  t/iezr  hats. 

5.  Each  girl  has  /ler  hat. 

6.  Each  person  in  the  world  should  do  /tis  best. 

7.  Not  an  elk  nor  a  deer  made  its  appearance. 

8.  Many  a  man  looks  back  on  the  days  of  /lis  youth  with 

regret. 


DRILL  ON  PRONOUNS  165 

9.    Neither  Mary  nor  Susan  offered  her  assistance. 

10.  Mary  and  Susan  offered  their  assistance. 

11.  If  any  one  thinks  it  is  easy  to  recite  a  poem  in  public, 

let  hi7n  try. 

12.  The  earth  is  my  mother,  and  I   will  recline  upon  her 

bosom. 

13.  Every   governor   and    magistrate   does   as   he  thinks 

best. 

14.  No  man  or  woman  is  able  to  get  rid  of -^w  vices  without 

a  struggle. 

15.  Each  man  and  woman  must  do  his  duty. 

The  last  two  sentences  are  grammatically  correct,  but  different 
wording  would  be  better ;  "  each  one  must  do  his  duty, "  or  "  all 
must  do  their  duty." 

3.  Write  eight  sentences,  each  having  a  personal  pro- 
noun, or  a  compound  personal  pronoun,  and  be  sure 
that  each  pronoun  agrees  with  its  antecedent.  Have 
such  sentences  as  will  show  that  you  understand  the 
subject. 

LESSON  XXIV 

SELECTION  OF  CORRECT   PRONOUN 

Fill  each  of  these  blanks  with  the  proper  personal 
pronoun  to  agree  with  its  antecedent : 

1.  Every  person  should   try  to  improve mind    and 

heart. 

2.  Each  of  our  party  carried  a  knapsack  with . 

3.  A  person  who  is  resolute  and  energetic  will  be  apt  to 

succeed  in undertakings. 

4.  I  did  not  notice  which  one  of  the  men  finished 

work  first. 

5.  Every  soldier  and  every  officer  remained  at sta- 

tion all  night. 

6.  Mary  and  Lucy  will  favor  us  with company. 

7.  Mary  or  Lucy  will  favor  us  with company. 

8.  Notice  is  hereby  given  to  every  person  to  pay 

taxes. 


I66  ENGLISH  GRAMMAR 

9.    All  persons  are  required  to  pay taxes. 

10.  You  borrow  one  foot,  or  twelve  inches,  and  add 

to  the  upper  number. 

1 1 .  Every  herb,  every  flower,  and  every  animal  shows  the 

wisdom  of  Him  who  made . 

12.  Coffee  and  sugar  are  luxuries,  but  great  quantities  of 

are  consumed  annually. 

13.  If  any  one  wishes  to  join  the  church,  let come 

forward. 

14.  It  is  difficult  for  any  judge  or  juror  to  be  unprejudiced 

in opinion. 

15.  Every  city,  village,  and  farm  furnishes quota  of 

soldiers. 

16.  This  is  such  bad  news  that  I  cannot  believe . 

17.  If  you  find  •'  Longfellow's  Poems,"  send to  me. 

18.  The  audience  kept seats  until  the  close. 

19.  If  you  have  any  molasses,  please  send  me  a  gallon 

of . 

20.  The  government   will   be   compelled   to  change 

orders. 

21 .  If  any  boy  or  girl  be  absent, must  go  to  the  foot  of 

the  class. 

22.  Do  you  know  which  one  of  the  students  wrote 

essay  first? 

23.  Lincoln,    the    President,    the    Emancipator,    and    the 

Martyr,  will  always  live  in  the  hearts  of coun- 
trymen. 


LESSON  XXV 
PARSING 


Analyze  these  sentences,  and   parse   the  nouns  and 
pronouns : 

1 .  I  was  born  an  American,  I  live  an  American,  and   I 

shall  die  an  American 

2.  He  that  would  have  the  kernel  must  crack  the  shell. 

3.  The  truly  great  man  is  he  who  does  not  lose  his  child- 

heart. 


REVIEW  167 

4.  1  refer  to  Milton,  him  who  wrote  "  Paradise  Lost."" 

5.  It  was  Hadley,  he  who  wrote  a  Greek  grammar. 

6.  Reputation  is  what  we  are  thought  to  be  ;  character  is 

what  we  are. 

7.  The  tongue  is  the  only  weapon  that  can  heal  the  wounds 

that  it  makes. 

8.  I  have  heard  of  Byron,  the  poefs,  dissipation. 

9.  It  was  Joseph,  he  whom  Pharaoh  promoted. 

10.  This  is  the  book  that  we  are  to  study. 

11.  I  believe  in  a  religion  whose  origin  is  divine. 

12.  Whoever  comes  shall   be  admitted.     Whoever  =  he 

who. 

13.  I  remember  what  was  said. 

14.  Conscience  makes  the  bitter  memory  of  what  he  was. 

15.  Whosoever  will  may  come. 


LESSON  XXVI 
WRITTEN  REVIEW 


1.  Write  two  sentences  each  containing  a  noun  — 

1.  In  the  nominative,  attribute  complement. 

2.  In  the  nominative,  apposition  with  subject. 

3.  In  the  nominative,  apposition   with    attribute   comple- 

ment. 

4.  In  the  objective,  apposition  with  object  of  verb. 

5.  In  the  objective,  subject  of  infinitive. 

6.  In  the  objective,  objective  attribute. 

7.  In  the  possessive  by  apposition. 

8.  In  the  nominative,  independent. 

2.  Write  one  sentence  in  accordance  with  each  of 
the  first  six  of  the  preceding  directions,  using  pronouns 
instead  of  nouns. 


l68  ENGLISH  GRAMMAR 

LESSON-  XX  vn 

THE   ADJECTIVE 

1.  An  Adjective  is  a  word  used  to  modify  a  noun  or 
a  pronoun. 

2.  A  Descriptive  Adjective  is  one  that  describes  a 
noun  or  pronoun  by  expressing  some  quality  belonging 
to  it. 

3.  A  Definitive  Adjective  is  one  that  does  not  ex- 
press a  quality. 

4.  The  definitive  adjectives  a,  an,  and  the  are  some- 
times called  Articles.  The  is  the  Definite  Article,  and 
«  or  <3:;2  is  the  Indefinite  Article. 

A  is  used  before  words  beginning  with  a  consonant  sound,  and 
an  is  used  before  words  beginning  with  a  vowel  sound.  Ex- 
amples :  a  horse,  a  nest,  a  union,  an  apple,  an  orange,  an  honest 
fnan. 

5.  Definite  Adjectives  that  express  number  and  order 

definitely  are  called  Numeral  Adjectives. 

Cardinals  denote  simply  the  number  of  objects;  as,  three,  forty. 
Ordiiials  denote  the  position  of  an  object  in  a  series ;  as,  third, 
fortieth. 

Mtdtipticatives  denote  how  many  fold ;  as,  threefold,  fortyfold. 

6.  A  Proper  Adjective  is  one  derived  from  a  proper 
noun ;  as,  American,  English,  French.  Proper  adjec- 
tives should  begin  with  a  capital  letter. 


COMPARISON  169 

7.  Comparison  is  a  variation  of  descriptive  adjectives 
to  express  the  quality  in  different  degrees. 

8.  There    are  three   Degrees    of    Comparison :  the 
Positive,  the  Comparative,  and  the  Superlative. 

9.  The  Positive  Degree  expresses  the  simple  quality ; 
as,  large,  luise. 

10.  The  Comparative  Degree  expresses  the  quality 
in  a  higher  or  lower  degree  ;  as,  larger,  less  wise. 

The  Comparative  is  used  in  comparing  two  objects  or  classes  of 
objects  ,  2^%,  James  is  taller  than  his  brother.  These  two  apples  are 
larger  than  those  three. 

1 1 .  The  Superlative  Degree  expresses  the  quality  in 
the  highest  or  lowest  degree  ;  as,  largest,  least  wise. 

The  Superlative  is  used  in  comparing  three  or  more  things  ;  as, 
Jupiter  is  the  la?'gest  of  the  planets.  Samuel  is  the  oldest  of  the 
three  boys. 

12.  Adjectives  of  one  syllable  are  compared  by 
adding  to  the  positive  er  for  the  comparative,  and  est 
for  the  superlative. 

Review  rules  of  spelling  given  in  Part  Two. 

13.  Adjectives  of  more  than  two  syllables  are  com- 
pared by  prefixing  7nore  and  most. 

14.  Adjectives  of  two  syllables  ending  in  j/  or  silent  e 
are  compared  by  adding  er  and  est. 

Some  adjectives  of  two  syllables  accented  on  the  last 
are  compared  by  adding  er  and  est;  as,  polite,  politer, 
politest. 


170 


ENGLISH  GRAMMAR 


Some  adjectives  ending  in  ow  are  compared  by  add- 
ing er  and  est ;  as,  7tarrow,  narrowe}',  narrowest. 

Other  adjectives  of  two  syllables  are  compared  by 
prefixing  more  and  most. 

15.    Some  adjectives  are  irregular  in  comparison  : 
bad, 


evil, 

ill, 

good, 

well, 

little, 

many, 

much, 


old, 


better, 

less, 

more. 


I  older, 
i  elder, 


worst ; 

best; 

least ; 

most ; 

nearest 
next : 
oldest ; 
eldest. 


dim 

wet 

sad 

much 

little 

doubtful 

perfect 

any 

wise 

16.  To  express  decrease  or  inferiority,  adjectives  are 
compared  by  prefixing  less  and  least ;  as,  important.,  less 
important,  least  impor*a7it. 

17.  Write  the  comparison  of  these  adjectives: 

ill 

pretty 

yellow 

18.  Write  a  sentence  containing  two  proper  adjec- 
tives. 

19.  Write  a  sentence  containing  an  adjective  of  the 
comparative  degree  to  denote  decrease. 

20.  Write  a  sentence  containing  the  superlative  de- 
gree of  an  adjective  compared  irregularly. 


COMPARISON  17] 


LESSON  XXVIII 

CORRECT    USE  OF  THE  COMPARATIVE  AND 
SUPERLATIVE 

1.  The  comparative  considers  the  objects  compared 
as  belonging  to  different  classes. 

1 .  The  mother  was  fairer  than  any  of  her  daughters. 

2.  Texas  is  larger  than  any  other  state  in  the  Union. 
The    rule    in  paragraph    i    is   sometimes    expressed    by   saying, 

"  When  the  comparative  is  used,  the  latter  term  of  comparison 
must  exclude  the  former."  In  the  second  sentence  just  given, 
the  latter  term  of  comparison  is  any  other  state,  which  does  not 
include  Texas,  the  former  term  of  comparison.  \i  other  is  omitted, 
the  latter  term  will  be  a7iy  state,  which  will,  of  course,  include 
Texas. 

2.  The  superlative  considers  the  objects  as  belonging 
to  one  class. 

1.  The  mother  was  the  fairest  of  women. 

2.  Texas  is  the  largest  state  in  the  Union. 

The  rule  in  paragraph  2  is  sometimes  expressed  by  saying, 
"When  the  superlative  is  used,  the  latter  term  of  comparison 
must  include  the  former."  In  the  second  sentence  just  given, 
the  latter  term  of  comparison  is  state  in  the  Union,  which  will 
include  Texas. 

3.  Sometimes  the  use  or  the  omission  of  a,  an,  or  tJie 
makes  considerable  change  in  the  meaning  of  the  sen- 
tence. 

.  The  black  and  the  white  horse  means  two  horses.  The  black  and 
white  horse  means  one  horse  with  two  colors.  A  house  and  a  lot 
means  two  separate  pieces  of  property ;  the  house  is  not  on  the  lot. 
A  house  and  lot  means  that  the  house  is  on  the  lot.  He  was 
7narried  to  an  amiable  and  an  estimable  woman  means  that  he  had 
two  wives.  He  was  married  to  an  amiable  and  estimable  woman 
means  that  he  had  one  wife. 


172  ENGLISH  GRAMMAR 

4.  You  have  already  learned  that  adjectives  may  be 
placed  before  the  words  they  modify,  or  they  may  be 
used  in  the  predicate.  They  may  also  be  used  Apposi- 
tively ;  as  — 

1.  The  snow,  white  and  pure,  covered  the  landscape. 

2.  The    rose,    beatUiful  and   fragrant^    is    the   fairest  of 

flowers. 

5.  The  following  sentences  are  correct.  Examine 
them  carefully: 

1.  He  has  another  and  better  reason. 

2.  He  has  another  and  a  better  reason. 

What  difference  in  the  meaning  of  these  two  sentences  ? 

3.  He  does  not  deserve  the  name  of  gentleman. 

4.  The  whites  of  America  are  descendants    of  the  Euro- 

peans. 
Why  not  the  descendants  ? 

5.  The  north  and  the  south  line  of  the  field  extend  east 

and  west. 

6.  The  north  and  south  lines  on  a  map  are  meridians. 

They  extend  north  and  south. 

7.  This  kind  of  horses  and  these  kinds  of  cattle  are  not 

found  in  Asia. 

6.  In  some  of  these  sentences  the  adjectives  are  used 
incorrectly.     Correct  where  necessary  : 

1.  The  right  and  left  hand  were  both  diseased. 

2.  The  Latin  and  the  Greek  words  in  English  are  many. 

3.  I  do  not  admire  those  kind  of  people. 

4.  The  fourth  and  the  fifth  verse  are  short. 

5.  My  uncle  owns  a  large  and  small  house. 

6.  One  who  rules  is  often  known  by  the  name  of  a  king. 

7.  The  sick  and  wounded  were  left  in  the  camp. 

8.  I  have  not  heard  from  home  for  this  two  weeks. 

7.  Observe  that  when  the  article  is  repeated,  the  verb 


REVIEW  173 

will   often  be   plural    although    the   subject    expressed 
may  be  singular. 

1.  The  east  and  the  west  end    (not   ends)  of  the  house 

are  white. 

2.  An  old  and  a  new  book  are  on  the  table. 

It  will  readily  be  seen  that  in  the  above  sentences  one  subject  is 
understood. 

8.    In  the  following   sentences   the   comparative  and 

the  superlative  are  used  correctly.     Study  carefully  : 

1.  My  mother  is  the  eldest  of  five  sisters. 

2.  Which  is  the  better  of  the  two  ? 

3.  Iron  is  more  useful  than  any  other  metal. 

4.  Iron  is  the  most  useful  of  metals. 

5.  This  picture  is,  of  all  paintings,  most  fascinating  to  me. 

6.  China  has  a  greater  population  than  any  other  country 

on  the  globe. 
It  will  be  observed  that  the  comparative  degree  is  generally  fol- 
lowed by  than,  and  that  when  than  is  used,  we  always  have  a  com- 
plex sentence.    When  we  say  He  is  younger  than  /,  the  full  sentence 
is,  He  is  younger  than  I  am  young. 


LESSON  XXIX 
REVIEW 


1.  Write  two  sentences,  each  containing  three  adjec- 
tives — 

1.  Placed  before  the  noun. 

2.  Used  in  the  predicate. 

3.  Used  appositively. 

2.  Some   of   the   following  sentences    are    incorrect. 
Make  the  proper  changes  : 

I.    The  youngest  of  the  two  sisters  is  the  handsomest. 


174  ENGLISH  GRAMMAR 

2.  He  is  the  strongest  of  all  the  boys  in  school. 

3.  The  boy  is  the  brightest  of  all  his  classmates. 

4.  Gold  is  more  valuable  than  any  other  metal  found  in 

the  United  States. 

5.  Natural  scenery  pleases  me  the  best  of  anything  else. 

6.  That  tree  overtops  all  the  trees  in  the  forest. 

7.  Our  present  teacher  is  better  than  any  teacher  we  ever 

had. 

8.  Our  present  teacher  is  the  best  we  ever  had  before. 

9.  Nothing  pleases  me  as  much  as  beautiful  scenery. 

(Say  nothing  else.     Why  ?) 
10.  This  man,  of  all  others,  deserves  promotion. 

3.    Parse  the  adjectives  in  these  sentences: 

1.  A  guilty  conscience  needs  no  accuser. 

2.  Wisdom  is  better  than  rubies. 

When  the  comparative  degree  is  followed  by  than.,  there  will 
always  be  a  complex  sentence,  and  the  positive  degree  of  the  same 
word  (often  not  expressed)  will  be  found  in  the  subordinate  clause. 
In  such  sentences  than  is  a  conjunctive  adverb,  modifying  the  word 
in  the  positive  degree  and  connecting  the  subordinate  clause  to  the 
word  in  the  comparative  degree. 


Wisdom      I      is  —  better 


rubies    [     (are  —  good) . 
I  than 


3.  Every  cloud  has  a  silver  lining. 

4.  Sugar  is  sweeter  than  honey. 

5.  New  York  is  larger  than  Massachusetts. 

6.  Much   money  and   abundant    food   were  sent    to    the 

needy  sufferers  of  the  lower  Mississippi  valley. 

7.  He  wandered  over  the  earth,  sad  and  weary. 

8.  Large  violets,  blue  and  fragrant,  nestled  in  the  young 

grass. 

9.  The  visit  was  a  surprise  to  me,  and  it   became  very 

interesting. 

4.    Diagram   the   sentences   in    the   preceding    para- 
graph. 


ANALYSIS  AND  PARSING  175 

LESSON  XXX 
ANALYSIS   AND    PARSING 

1.  Analyse   these    sentences,  and  parse   the    nouns, 
pronouns,  and  adjectives  : 

1 .  The  end  must  justify  the  means. 

2.  Fame  is  the  last  infirmity  of  noble  minds. 

3.  A  friend  should  bear  his  friend's  infirmities. 

4.  Of  all  sad  words  of  tongue  or  pen, 

The  saddest  are  these  :  "  It  might  have  been." 

5.  Did  you  find  the  book  you  wanted  ?     (Relative  pro- 

noun omitted.) 

6.  This  is  the  answer  I  expected. 

7.  Raphael  painted  some  very  wonderful  pictures. 

8.  The  weathercock  on  the  steeple  told,  in  all  kinds  of 

weather,  the  direction  of  the  wind. 

9.  Harold,    the    last    Saxon    king,    was    conquered    by 

William,  Duke  of  Normandy. 

10.  Every  one  can  master  a  grief,  but  him  that  hath  it. 

11.  Grief  is  best  pleased  with  grief's  society. 

12.  Bees  gather  honey  for  themselves,  and  men  rob  them 

of  it. 

13.  Napoleon,  the  man  Wellington  defeated  at  Waterioo, 

died  at  St.  Helena. 

2.  Diagram  the  preceding  sentences. 


LESSON  XXXI 
THE   VERB 

1.  A  verb  is  a  word  that  denotes  action  or  being. 

2.  A  regular  verb  is  one  that  forms  its  past  tense 
and  past  participle  by  adding  ed  to  the  present,  in  ac- 
cordance with  the  rules  of  spelling. 


176  ENGLISH  GRAMMAR 

3.  An  Irregular  Verb  is  one  that  does  not  form  its 
past  tense  and  past  participle  by  adding  ed  to  the 
present. 

4.  A  Transitive  Verb  is  one  that  requires  an  object 
to  complete  its  meaning. 

5.  An  Intransitive  Verb  is  one  that  does  not  require 
an  object  to  complete  its  meaning. 

Sometimes  a  verb  usually  intransitive  has  an  object ;  as,  ''  I 
dreamed  a  dream"  ;  ''He  ran  a  race.''  In  such  sentences,  the 
verb  is  transitive. 

An  Intransitive  Verb  that  does  not  imply  action  is  sometimes 
called  a  Neuter  Verb.  Examples  :  "  The  book  lies  on  the  shelf." 
"  Freedom  exists.'''' 

6.  A  Defective  Verb  is  one  not  used  in  all  the  modes 
and  tenses ;  as,  m?tst,  ought,  quoth,  etc. 

7.  A  Redundant  Verb  is  one  having  more  than  one 
form  for  its  past  tense  or  past  participle. 

8.  An  Impersonal  Verb  is  one  used  only  in  the  third 
person  singular  ;  as,  "  It  rains  "  ;     "  It  snows.'' 

The  subject  of  an  impersonal  verb  is  always  //. 

9.  Auxiliary  verbs  are  those  used  in  the  conjugation 
of  other  verbs.  They  are  do,  be,  have,  shall,  will,  may, 
can,  must. 

Do,  be,  and  have  are  often  used  as  principal  verbs. 

10.  A  Finite  Verb  is  any  mode  or  tense  of  the  verb 
except  the  infinitive  and  the  participle. 

11.  The  following  list  of  irregular  verbs  should  be 
studied  until  pupils  are  able  to  give  the  principal  parts 


IRREGULAR  VERBS 


177 


of  all  in  general  use.     Those 
Forms  little  used  are  printed 


marked  r  are  also  regular, 
in  italics : 


Pres. 

Past 

Past  P. 

Pres. 

Past 

Past  P. 

abide 

abode 

abode 

cling 

clung 

clung 

am,  be 

was 

been 

clothe,  r. 

clad 

clad 

arise 

arose 

arisen 

come 

came 

come 

awake,  r 

awoke 

awaked 

cost 

cost 

cost 

S  baked 

creep 

crept 

crept 

bake 

baked 

(  baken 

crow,  r. 

crew 

crowed 

\  bore 

cut 

cut 

cut 

bear 

1  bare 

bom 

dare,  r. 

durst 

dared 

bear 

(to  carry) 

\  bore 
\  bare 

borne 

deal 
dig,  r. 

dealt 
dug 

dealt 
dug 

bet 

bet 

bet 

do 

did 

done 

bless,  r. 

blest 

blest 

draw 

drew 

drawn 

bid 

bid,  bade 

bidden,  bid 

dream,  r. 

dreamt 

dreamt 

bind 

bound 

bound 

dress,  r. 

drest 

drest 

bite 
bleed 

bit 
bled 

bitten,  bit 
bled 

drink 

drank 

(drunk 
\  drunken 

blow 

blew 

blown 

drive 

drove 

driven 

j  broke 
( brake 

dwell 

dwelt 

dwelt 

break 

broken 

eat 

ate 

eaten 

breed 

bred 

bred 

fall 

fell 

fallen 

beat 

beat 

5  beaten 
\  beat 

feed 
feel 

fed 
felt 

fed 
felt 

begin 

began 

begun 

fight 

fought 

fought 

bend,  r. 

bent 

bent 

find 

found 

found 

bereave, 

r.  bereft 

bereft 

flee 

fled 

fled 

beseech 

besought 

besought 

fling 

flung 

flung 

bring 

brought 

brought 

fly 

flew 

flown 

build,  r 

built 

built 

forsake 

forsook 

forsaken 

burn,  r. 

burnt 

burnt 

freeze 

froze 

frozen 

burst 

burst 

burst 

get 

got 

got,  gotten 

buy 

bought 

bought 

gild,  r. 

gilt 

gilt 

cast 

cast 

cast 

gird,  r. 

girt 

girt 

catch 

caught 

caught 

give 

gave 

given 

<  chidden 

go 

went 

gone 

chide,  r 

.     chid 

Ichid 

grave,  r. 

graved 

graven 

choose 

chose 

chosen 

grow 

grew 

grown 

cleave, 

(  clove 

3  cleft 
(  clave 

(  cloven 

grind 

ground 

ground 

r. 

hang,  r. 

hung 

hung 

(to  split) 

\  cleft 

have 

had 

had 

hoenshel's  eng.  gram.  • 


1/8 


ENGLISH  GRAMMAR 


Pres. 

Past 

Past  P. 

Pres. 

Past 

Past  P. 

hear 

heard 

heard 

saw,  r. 

sawed 

sawn 

heave,  r. 

hove 

hove 

say 

said 

said 

hew,  r. 

hewed 

hewn 

see 

saw 

seen 

hide 

hid 

hidden,  hid 

seek 

sought 

sought 

hit 

hit 

hit 

seethe,  r 

.  seethed 

sodden 

5  held 
\  holden 

sell 

sold 

sold 

hold 

held 

send 

sent 

sent 

hurt 

hurt 

hurt 

set 

set 

set 

keep 

kept 

kept 

shake 

shook 

shaken 

kneel,  r. 

knelt 

knelt 

shape,  r 

shaped 

shapen 

knit,  r. 

knit 

knit 

shave,  r 

shaved 

shaven 

know 

knew 

known 

shear,  r. 

sheared 

shorn 

lade,  r. 

laded 

laden 

shed 

shed 

shed 

lay 

laid 

laid 

shine 

shone 

shone 

lead 

led 

led 

shoe 

shod 

shod 

lean,  r. 

leant 

leant 

shoot 

shot 

shot 

leap,  r. 

leapt 

leapt 

show,  r. 

showed 

shown 

leave 

left 

left 

shred 

shred 

shred 

lend 

lent 

lent 

shrink 

\  shrunk 

j  shrunk 

let 

let 

let 

\  shrank 

i  shrunken 

lie  (recline)  lay 

lain 

shut 

shut 

shut 

light,  r. 

lit 

lit 

sing 

sang 

sung 

lose 

lost 

lost 

sink 

sank 

sunk 

make 

made 

made 

sit 

sat 

sat 

mean 

meant 

meant 

slay 

slew 

slain 

meet 

met 

met 

sleep 

slept 

slept 

mow,  r. 

mowed 

mown 

slid 

slid 

\  slidden 

pay 

paid 

paid 

\  slid 

pen,  r. 

pent 

pent 

sling 

slung 

slung 

(to  enclose) 

slink 

slunk 

slunk 

put 

put 

put 

slit 

slit 

slit 

quit,  r. 

quit 

quit 

smite 

smote 

(  smitten 
(  stnit 

rap,  r. 

rapt 

rapt 

read 

read 

read 

sow,  r. 

sowed 

sown 

rend 
rid 

rent 
rid 

rent 
rid 

speak 

j  spoke 
\  spake 

spoken 

ride 

rode 

ridden 

speed 

sped 

sped 

jrang 

spend 

spent 

spent 

ring 

^rung 

rung 

spill,  r. 

spilt 

spilt 

rise 

rose 

risen 

j  spun 

rive,  r. 

rived 

riven 

spin 

(  spa7i 

spun 

run 

ran 

run 

spit 

spit,  spat    spit 

VOICE 


179 


Pres. 

Past 

Past  P. 

Pres. 

Past 

Past  P. 

split 

split 

split 

swing 

swung 

swung 

spread 

spread 

spread 

take 

took 

taken 

spring 

sprang 

sprung 

teach 

taught 

taught 

stand 

stood 

stood 

tear 

tore,  tan 

'   torn 

\  staved 

(  staved 
<  stove 

tell 

told 

told 

stave 

I  stove 

think 

thought 

thought 

stay 

j  stayed 
I  staid 

\  stayed 
\  staid 

thrive,  r 

f  thrived 

\  throve 

thriven 

steal 

stole 

stolen 

throw 

threw 

thrown 

stick 

stuck 

stuck 

thrust 

thrust 

thrust 

sting 

stung 

stung 

tread 

trod 

'  trodden 
"  trod 

stride 

strode 

stridden 

strike 

struck 

j  struck 

wax,  r. 

waxed 

waxen 

\  stricken 

wear 

wore 

worn 

string 

strung 

strung 

weave 

wove 

woven 

strive 

strove 

striven 

weep 

wept 

wept 

strew,  r. 

strewed 

strown 

wet,  r. 

wet 

wet 

j  swore 

whet,  r. 

whet 

whet 

swear 

sworn 

I  sware 

win 

won 

won 

sweat 

sweat 

sweat 

wind 

wound 

wound 

sweep 

swept 

swept 

work,  r. 

wrought 

wrought 

swell,  r. 

swelled 

swollen 

wring 

wrung 

wrung 

swim 

swam 

swum 

write 

wrote 

written 

LESSON  XXXII 
VOICE 

1.  The  modifications  of  the  verb  are  Voice,  Mode, 
Tense,  Person,  and  Number. 

2.  Voice  is  that  modification  of  a  verb  which  shows 
whether  the  subject  denotes  the  actor  or  the  receiver  of 
the  action. 


l8o  ENGLISH  GRAMMAR 

This  is  the  definition  usually  given,  and  is  probably  correct,  but 
only  transitive  verbs  can  have  a  passive  voice.  Intransitive  verbs 
have  only  the  active  voice. 

3.  The  Active  Voice  is  that  form  of  the  verb  which 
shows  that  the  subject  denotes  the  actor. 

4.  The  Passive  Voice  is  that  form  of  a  transitive 
verb  which  shows  that  the  subject  denotes  the  receive/ 
of  the  action. 

Many  grammarians  say  that  intransitive  verbs  have  no  voice, 
while  many  others  say  that  they  have  only  the  active  voice.  In 
such  sentences  as  "  Birds  fly,''  and  "  The  boy  runs,"  the  subject  of 
the  intransitive  verb  surely  represents  the  actor.  Besides,  all 
intransitive  verbs  are  active  in  form.  For  these  reasons,  I  believe 
that  intransitive  verbs  have  the  active  voice. 

5.  The  Passive  Voice  of  any  verb  will  always  con- 
sist of  the  past  participle  of  that  verb,  preceded  by 
some  form  of  the  verb  be. 

From  this  it  follows  that  the  passive  of  all  the  modes  and  tenses 
of  any  verb  will  always  end  with  the  same  word.  The  past  participle 
oi  write  is  written.,  and  the  passive  oi  write  in  every  mode  and  tense 
will  end  with  the  word  written. 

The  form  of  the  verb  to  be  that  should  be  used  is  the  form  found 
in  the  mode  and  tense  called  for  in  the  passive  verb.  Example : 
The  indicative,  present-perfect,  third,  singular  of  to  be  is  has  been  ; 
therefore,  the  indicative,  present-perfect,  third  singular,  passive  of 
the  verb  write  is  /las  been  written . 

Sometimes  the  form  of  the  verb  to  be  is  not  expressed ;  as,  "  We 
found  the  water  (to  be)  frozen."  "  The  knife  (that  was)  found  in 
the  yard  belonged  to  the  teacher." 

There  are  two  or  three  exceptions  to  the  above  rule  for  the 
formation  of  the  passive ;  thus,  the  verbs  in  He  is  gone,  and  The 
hour  is  come,  are  in  the  active  voice,  although  passive  in  form. 


VOICE  i8l 

6.  Classify  these  verbs,  and  name  the  voice  of  each  : 

1.  The  bridge  has  been  built.     (Remember  that  a  passive 

verb  is  always  transitive.) 

2.  In   many   places,   the    Mississippi    has    overflowed    its 

banks. 

3.  The  greyhound  can  run  very  rapidly. 

4.  Our  neighbors  are  moving  into  their  new  house. 

5.  Heated  air  rises. 

6.  The  Saxons  came  into  England  about  the  middle  of  the 

fifth  century. 

7.  The  lowing  herd  winds  slowly  o'er  the  lea. 

8.  Knowledge  must  be  obtained  by  hard  work. 

7.  Diagram   the   sentences   in   the    preceding    para~ 
graph. 

8.  Name  the  voice  of  these  verbs  : 

shall  see,  shall  be  seen,  may  have  seen,  may  have  been 
seen,  has  seen,  had  seen,  had  been  seen,  might  have 
seen ;  can  choose,  could  choose,  shall  have  been  chosen, 
to  be  chosen,  are  choosing,  may  be  choosing,  may  be 
chosen;  to  have  stolen,  to  have  been  stolen,  having 
stolen,  having  been  stolen,  stole,  is  stolen. 

9.  Change  the  voice  of  all  the  verbs  in   these  sen- 
tences without  changing  the  meaning  : 

1.  The  traveler  was  astonished  at  the  sight. 

2.  The  heavens  declare  the  glory  of  God. 

3.  The  address  of  welcome  to  the  Grand  Army  of  the  Re- 

public was  given  by  Henry  Watterson. 

4.  Such  examples  incite  young  men  to  noble  careers. 

5.  The  philosopher  sat  in  his  chair.     (Why  cannot  this  be 

made  passive?) 

6.  Health  and  plenty  cheered  the  laborer. 

7.  A  horse  trod  on  the  child's  foot. 

8.  The  sun  rose  at  six. 

9.  The  book  lies  on  the  table. 

10.  The  commander  must  attend  to  this  matter. 


1 82  ENGLISH  GRAMMAR 

LESSON  XXXIII 
MODE 

1.  Mode  is  that  form  or  use  of  the  verb  which  shows 
the  manner  in  which  the  action  or  being  is  expressed. 

2.  The  Indicative  Mode  is  used  to  assert  a  fact  or  an 
actual  existence.     It  is  also  used  in  asking  questions. 

3.  The  Potential  Mode  asserts  the  power,  necessity, 

liberty,  or  possibility  of  action  or  being.     This  mode 

may  be  used  in  asking  questions. 

The  sign  of  the  potential  mode  is  may^  can,  ?nust,  might,  could, 
wotdd,  should. 

4.  The  Subjunctive  Mode  asserts  an  uncertainty,  a 
wish,  or  a  supposition;  as  — 

1.  If  my  brother  were  here,  he  would  assist  me. 

2.  If  he  be  industrious,  he  will  succeed. 

As  this  mode  is  considered  quite  difficult,  its  further  study  will  be 
found  on  page  267. 

5.  The  Imperative  Mode  is  used  to  express  a  com- 
mand, a  request,  or  an  entreaty. 

6.  Write  two  sentences  in  which  the  verb  is  in  — 

1.  The  indicative. 

2.  The  potential. 

3.  The  imperative. 

7.  Name  the  mode  of  each  verb  in  these  sentences : 

1.  I  wish  I  were  at  home. 

2.  Can  you  solve  the  problem  ? 


TENSE  183 

3.  "Evangeline"  was  written  by  Longfellow. 

4.  The  czar  of  Russia  was  assassinated  by  Nihilists. 

5.  The  city  could  have  been  captured  by  a  brave  army. 

6.  Try  to  learn  something  new  every  day. 

7.  The  laws  must  be  obeyed. 

8.  Name  all  the  passive  verbs  in  the  preceding  sen- 
tences. 

9.  Diagram  the  sentences  in  paragraph  7. 

10.    Name  the  mode  of  each  of  these  verbs : 

might  throw,  was  throwing,  has  thrown,  can  throw,  should 
throw,  is  thrown,  have  been  thrown,  had  thrown,  might 
throw  ;  throw  the  stone  ;  if  it  be  thrown  ;  the  javelin 
had  been  thrown. 


LESSON  XXXIV 
TENSE,  PERSON,  AND  NUMBER 

1.  Tense  is  that  form  or  use  of  the  verb  that  shows 
the  time  of  an  action  or  being. 

2.  The  Present  Tense  denotes  present  time. 

3.  The    Present-Perfect   Tense   expresses   action   or 
being  as  completed  at  the  present  time. 

4.  The  Past  Tense  denotes  past  time. 

5.  The  Past-Perfect  Tense  expresses  action  or  being 
as  completed  at  some  past  time. 

6.  The  Future  Tense  denotes  future  time. 


1 84  ENGLISH  GRAMMAR 

7.  The  Future-Perfect  Tense  expresses  action  or  be- 
ing as  completed  at  some  future  time. 

The  indicative  is  the  only  mode  that  has  the  six  tenses. 

The  potential  has  only  the  present,  present-perfect,  past,  and 
past-perfect.  The  sign  of  the  present  is  may,  can,  or  must-,  of 
the  present-perfect,  may  have,  can  have,  or  must  have ;  of  the  past, 
might,  conld,  would,  or  should;  of  the  past-perfect,  tnight  have, 
could  have,  would  have,  or  should  have. 

The  imperative  is  used  only  in  the  present. 

8.  Name  the  mode  and  tense  of  these  verbs  : 

is  written,  was  written,  have  written,  write,  shall  have 
written,  has  been  written,  has  written,  might  write, 
can  write  ;  go,  went,  might  have  gone,  can  have  gone, 
should  go,  could  have  gone,  shall  go,  will  go,  had  gone, 
must  go,  must  have  gone. 

9.  Finite  verbs  have  the  same  person  and  number  as 
their  subjects. 

1.  A  collective  noun    requires  a  plural  verb    when    the 

individuals  are  thought  of,  but  a  singular  verb 
when  the  collection  is  considered  as  a  unit;  as, 
"  The  committee  were  invited,  and  all  came.''  ''The 
committee  was  large." 

2.  Two   or  more  subjects   connected    by  a7id  require    a 

plural  verb ;  as,  "  Industry  and  perseverance  are 
required." 

3.  Two  or  more  singular  subjects  taken  separately  (usu- 

ally connected  by  or,  7ior,  etc.)  require  a  singular 
verb ;  as,  "■  Europe,  Asia,  or  Africa  has  a  greater 
population  than  South  America." 

4.  Two  or  more  singular  subjects  preceded  by  each,  every, 

or  no  require  a  singular  verb ;  as,  "  Each  animal, 
plant,  and  mineral  has  its  use." 

5.  When  one  subject  is  affirmative  and  the  other  nega- 

tive, the  verb  agrees  with  the  affirmative  subject ;  as, 
"The  sailors,  not  the  captain,  are  to  blame."  "  The 
captain,  not  the  sailors,  is  to  blame." 


AGREEMENT  OF  VERB  185 

When  there  are  two  subjects,  taken  separately,  and 
differing  in  number  or  person,  the  verb  agrees  with  the 
nearest  subject ;  as,  *<  Neither  the  mother  nor  the 
daughters  are  pleased."  "  Neither  the  daughters  nor 
the  mother  is  pleased." 

The  first  four  of  the  preceding  rules  for  the  agreement 
of  the  verb  apply  also  to  the  agreement  of  the  pronoun 
with  its  antecedent  * 


LESSON  XXXV 

VERB   AND   SUBJECT 

I.    The  verbs  and  pronouns  in  these  sentences  are 
correct.     Give  reasons  for  the  forms  used : 

1.  Talking  and  doing  are  not  the  same. 

2.  Many  a  man  has  sad  recollections  of  his  youth. 

3.  Every  train  and  steamboat  was  crowded. 

4.  From  what  country  is  each  of  your  parents? 

5.  Every  one  of  the  witnesses  says  the  same  thing. 

6.  Either  you  or  I  am  in  the  wrong. 

7.  A  box  of  figs  was  sent  us  as  a  present. 

8.  There  were  more  than  one  of  us. 

9.  The  victuals  are  cold. 

10.  The  word  victuals  is  singular. 

11.  There  are  no  tidings. 

12.  Neither  wife  nor  child  was  there  to  meet  him. 

13.  Books,  and  not  pleasure,  are  his  delight. 

14.  Money,  as  well  as  men,  is  needed. 

15.  To  possess  and  to  profess  are  two  different  things. 

16.  "  Very  true,"  say  they. 

17.  Chaucer's  "  Canterbury  Tales  "  is  an  old  poem. 

18.  A  variety  of  pleasing  objects  charms  the  eye. 

♦These  are  the  principal  rules  for  the  agreement  of  a  verb.     A  few 
special  rules  and  suggestions  will  be  given  in  Part  Four. 


l86  ENGLISH  GRAMMAR 

19.  Twenty -five  dollars  is  not  too  much  for  a  bicycle. 

20.  You  or  Thomas  is  mistaken. 

21.  The  condition  of  the  roads  is  very  bad. 

22.  Hence  arise  the  following  conclusions. 

23.  Everybody  is  very  kind  to  me. 

24.  Either  he  or  I  am  to  blame. 

2.    Correct    the    following    errors,    and    give   your 

reasons : 

(Always  be  sure  you  know  what  words  are  the  subject  and  predi- 
cate before  you  attempt  to  correct  the  sentence. ) 
J .   What  studies  have  each  of  the  boys  ? 
2.    Every  one  of  the  boys  are  in  their  place. 
j^^One  of  you  are  wrong. 

4.  There  is  one  or  more  reasons  for  this. 

5.  Six  days'"  work  have  been  done. 
6^   Either  you  or,  he  are  responsible. 

7.  Nothing  but   vain  and  foolish    pursuits  delight    some 

persons. 

8.  The  people,  not  the  government,  is  responsible  for  the 

welfare  of  the  nation. 
9^   The  number  of  our  days  are  with  Thee. 

10.  Between   grammar   and   logic  there   exists  many  con- 

nections.- 

11 .  "  Oats  "  arc  a  common  noun. 

12.  The  youth  of  this  country  has  many  opportunities. 

13.  Idleness  and  ignorance  brings  sorrow. 

i_4.   My  brother,  with  two  friends,  have  arrived. 
j^.    Strong  arguments,  not  a  loud  voice,  brings  conviction. 

16.  In  him  were  found  neither  deceit  nor  any  other  vice. 

17.  Either  the  horse  or  the  wagon  are  to  be  sold. 

18.  The  door  of  the  cell  is  open,  and  within  stands  two 

prisoners. 

19.  Avarice  is  one  of  the  passions  that  is  never  satisfied. 

20.  The  sun,  with  all  its  planets,  are  but  a  small  part  of  the 

universe. 

21.  In  all  her  movements  there  is  grace  and  dignity. 

22.  Every  house  and  barn  were  burned. 

23.  Every  farmer\s  house  and  barn  was  burned. 

24.  There  seems  to  be  disturbance  and  war  in  Russia. 


AGREEMENT  OF  VERB  187 

LESSON   XXX  VT 
VERB  AND  SUBJECT 

1.  Some  of  the  following  are  correct  and  some  are 

incorrect.     Make  the  corrections  necessary  : 

I .  More  than  one  has  had  a  hand  in  this  affair, 

ji.  Every  one  must  follow  their  own  views  on  the  question. 

3.  Both  money  and  labor  were  spent  on  it. 

4.  Either  you  or  I  are  the  one  who  they  have  selected. 

5.  Each  of  these  studies  have  their  own  difficulties. 

6.  The  report  of  the  mayor  and  clerk  were  presented. 

7.  The   report   of  the  mayor  and  of   the  clerk  was  pre- 

sented. 

8.  Not  her  beauty,  but  her  talents,  attract  attention. 

9.  Her  talents,  not  her  beauty,  attract  attention. 

^     10.    It  is  her  beauty,  and  not  her  talents,  that   attract  at- 
tention. 

11.  To  do  justly,  to  love  mercy,  and  to  be  humble,  are  duties 

of  universal  obligation. 

12.  Each  day  and  each  hour  bring  their  portion  of  duty. 

2.  Insert  suitable  verbs  in  the  following  blanks  : 

1.  Not  one  of  my  neighbor's  sons succeeded  in  busi- 

ness. 

2.  There my  neighbor  and  her  daughter. 

3.  Time  and  tide for  no  man. 

4.  That  able  scholar  and  critic a  valuable  library. 

5.  The  crime,  not  the  scaffold, the  shame. 

6.  A  bushel  of  pears taken  from  one  tree. 

7.  Neither  he  nor  I frightened. 

8.  He  or  his  brother the  book. 

9.  There been  several  vessels  lost  on  these  rocks. 

3.  Write   two   sentences,    each    having   a  verb  that 
has  — 

1.  Two  or  more  subjects  connected  by  and. 

2.  Two  or  more  singular  subjects  connected  by  or  or  nor 


i88 


ENGLISH  GRAMMAR 


3.  Two  singular  subjects  connected  by  as  well  as. 

4.  Two   subjects,  differing  in   number,   and   taken   sepa- 

rately. 

5.  Two   subjects,   differing   in    person,   and    taken   sepa- 

rately. 

6.  Two  subjects,  differing  in  number,  one  affirmative  and 

the  other  negative. 


LESSON  XXX  vn 

SOME    SPECIAL   VERBS 


Present 

Past 

Past 

Present 

Participle 

Tense 

Participle 

jlie, 
I  lay, 

lying, 

lay, 

lain, 

laying. 

laid. 

laid. 

(sit, 

[set, 

sitting. 

sat, 

sat, 

setting. 

set. 

set. 

frise. 

rising. 

rose. 

risen. 

1  raise. 

raising, 

raised. 

raised. 

I.    The  following  verbs  should  receive  special  study: 


2. 


The  first  verb  of  each  of  the  above  pairs  is  intransitive,  and 
cannot  be  used  with  an  object  nor  in  the  passive  voice.  The 
second  verb  of  each  pair  is  transitive,  and  can  be  used  only  with 
an  object  or  in  the  passive  voice.  Set,  when  applied  to  the  sun, 
or  meaning  to  set  out  on  a  journey,  is  intransitive. 

2.    In  the  following  sentences  the  preceding  verbs  are 

used  correctly  : 

After  the  game,  the  ball  players  lay  down  to  rest. 

The  pupil  laid  his  book  on  the  table,  and  there  it  still 
lies. 

The  foundation  stones  were  laid  in  cement. 

Set  the  basket  down  and  sit  on  that  chair. 

The  girls  are  sitting  on  the  porch,  looking  at  the  set- 
ting sun. 

The  workmen  raised  the  bridge  before  the  river  rose. 

Rising  from  his  chair,  and  raising  his  right  arm,  the 
orator  began  to  speak. 


SOME  SPECIAL  VERBS  1 89 

3.  Fill  each  of  these  blanks  with  the  proper  form  of 
one  of  the  verbs  in  the  first  pair  given  in  paragraph  i  : 

1.  The  book  was on  the  table.     Yes,  I it  there. 

Well,  let  it . 

2.  The  sick  man  has on  his  bed  a  long  time. 

3.  What  plans  are  you now  ? 

4.  Have  they their  burdens  down  ? 

5.  I  remember  when  the  cornerstone  was . 

6.   here,  and your  head  on  the  pillow. 

4.  Fill  these  blanks  with  the  proper  forms  of  the 
verbs  mentioned  in  paragraph  i : 

1.  Mary,  you  may the  table. 

2.  William  is  by  the  stove,  but  Samuel  is  the 

old  hen. 

3.  The  traveler  rose  early,  and out  at  six  o'clock. 

4.  Your  coat well. 

5.    yourself  down  and still. 

6.  The  creek  is  (rising,  raising),  and  the  men  are  (rising, 

raising)  that  old  house. 

7.  We  found  the  knife in  the  road. 

8.  Much  land  has  been waste  by  the  high  water. 

9.  The  trial  was  (set,  sat)  for  next  Monday. 

10.   After  fighting  all  day,  the  soldiers  down  on  the 

ground  to  sleep. 

5.  Use  each  of  these  words  in  a  sentence : 

lie  lies  lying  lain 

lay  lays  laying  laid 

sit  sits  sitting  sat 

set  sets  setting  rises 

raises  rose  raised  rising 

6.  Write  a  sentence  containing  the  past  participle 
of  lie. 

7.  Write   a   sentence   containing  the   past  tense   of 
sit. 

8.  Write  a  sentence  containing  the  past  tense  of  lay. 


ygo  ENGLISH  GRAMMAR 

LESSON  XXXVIII 
CORRECT   FORMS   OF   VERBS 

1.  The  past  tense  is  never  used  with  an  auxiliary 
verb,  and  the  past  participle  is  never  used  without  an 
auxiliary  (sometimes  not  expressed). 

2.  Choose  the  right  word,  and  give  reasons : 

1.  He  (dene,  did)  it. 

2.  I  (s«e«,  saw)  him. 

3.  Have  you  ever  (s«w,  seen)  a  giraffe  ? 

4.  Has  he  (wrote^- written)  the  letter  ? 

5.  The  letter  (wro^,  written)  yesterday  was  mailed  to-day. 

{That  was  is  understood.) 

6.  Has  the  messenger  (come,  came)  yet  ? 

7.  The  storm  soon  (began,  begun). 

8.  The  boy  said  his  book  was  (tore,  torn). 

9.  Some  of  our  best  apples  were  (st^^,  stolen) . 

10.  I  (kncMKcd,  knew)  him  as  soon  as  I  (saw,  -se^n)  him. 

11.  The  train  had  (gone,  went)  an  hour  before  I  (■eetrrc;- 

came) . 

12.  This  work  cannot  be  (did,  done)  in  one  day. 

13.  She  (ought,  ha4-e»«bt)  to  go.     (As  the  verb  ought  has 

no  past  participle,  it  cannot  be  used  with  an  auxiliary.) 

14.  He  was  (-ehose,  chosen)  umpire  of  the  game. 

15.  The  tune  was  (sung,  -saag)  well. 

16.  That  witness  has  surely  (swore,  sworn)  falsely. 

3.  Select  the  right  verbs,  and  give  reasons  : 

1.  I  (think,  guess,  expect,  suppose)  that  he  is  sick. 

2.  (Guess,  think)  how  many  grains  are  on  this  ear  of  corn. 

3.  Will  you  (learn,  teach)  me  to  skate  ? 

4.  Mother,  I  will  (go,  come)  to  see  you  next  week. 

5.  Try  (and,  to)  learn  your  lesson. 

6.  I  (expect,  think)  he  has  gone  to  Europe. 


CONJUGATION  191 

7.    I  expected  (to  be,  to  have  been)  in  New  York  by  this 


time. 


8.    He  (don't,  doesn't)  believe  in  hypnotism. 
Remember  that  douH  can  be  used  only  as  a  contraction  for  do  not. 

4.    Use  the  past  tense  and  past  participle  of  each  of 

these  verbs  in  a  sentence  : 

blow  ^      throw  see  do 

go  ride  eat  come 

break  begin  draw  fly 

know  sing  swim  take 


LESSON  XXXIX 
CONJUGATION 

1.  The  conjugation  of  a  verb  is  the  orderly  arrange- 
ment of  its  voices,  modes,  tenses,  persons,  and  numbers. 

2.  The   auxiliaries   can,  may,    shall,    and    will  have 
forms  for  the  past :  could,  might,  should,  and  would. 

These  forms  are  said  by  grammarians  to  be  in  the  past  tense,  but 
they  do  not  express  past  time.     Tense  does  not  always  mean  time. 

3.  On  the  following  pages  will  be  found  the  conjuga- 
tion of  the  verb  to  be.* 

INDICATIVE   MODE 

PRESENT  TENSE 

Singular  Plural 

1 .  I  am,  r  •    We  are, 

2.  You  are,  2.    You  are, 

3.  He  is.  3.    They  are. 


*  There  is  a  tendency  in  many  schools  to  neglect  the  study  of  conjuga- 
tion. Probably  this  is  the  reason  why  so  many  students  (and  many  teach- 
ers, too)  cannot  parse  a  verb  correctly.  Conjugation  should  be  studied 
until  the  pupil  can  give  any  voice,  mode,  or  tense  called  for. 


92 


ENGLISH  GRAMMAR 


PRESENT-PERFECT    TENSE 


2. 

3- 

Singular 
I  have  been. 
You  have  been. 
He  has  been,  or 

Plural 

1.  We  have  been, 

2.  You  have  been, 
hath  been.      3.    They  have  been, 

I. 

2. 

3 

I  was. 
You  were, 
He  was. 

PAST    TENSE 

1 .  We  were, 

2.  You  were, 

3.  They  were. 

2. 

3- 

I  had  been. 
You  had  been, 
He  had  been. 

PAST-PERFECT    TENSE 

1.  We  had  been, 

2.  You  had  been, 

3.  They  had  been. 

I. 

2. 

3- 

I  shall  be, 
You  will  be, 
He  will  be. 

FUTURE   TENSE 

1.  We  shall  be, 

2.  You  will  be, 

3.  They  will  be. 

FUTURE-PERFECT   TENSE 

1 .  I  shall  have  been,  i .    We  shall  have  been, 

2.  You  will  have  been,  2.    You  will  have  been, 

3.  He  will  have  been.  3.   They  will  have  been. 

SUBJUNCTIVE    MODE 

PRESENT   TENSE 


I. 

2. 

3- 

If  I  be. 
If  you  be. 
If  he  be. 

1.  If  we  be, 

2.  If  you  be, 

3.  If  they  be. 

PAST   TENSE 

I. 

If  I  were. 

I.    If  we  were, 

2. 
3- 

If  you  were. 
If  he  were. 

2.  If  you  were, 

3.  If  they  were. 

POTENTIAL   MODE 

PRESENT   TENSE 

2. 
3 

I  may  be. 
You  may  be. 
He  may  be. 

1 .  We  may  be, 

2.  You  may  be, 

3.  They  may  be, 

^.^Syv  ^ajc^^o3 


CONJUGATION  193 


PRESENT-PERFECT  TENSE 


Singular  Plural 

1.  I  may  have  been,  i.  We  may  have  been, 

2.  You  may  have  been,  2.  You  may  have  been, 

3.  He  may  have  been.  3.  They  may  have  been. 

PAST   TENSE 

1.  I  might  be,  i.    We  might  be, 

2.  You  might  be,  2.   You  might  be, 

3.  He  might  be.  3-    They  might  be. 

PAST-PERFECT   TENSE 

1.  I  might  have  been,  i.    We  might  have  been, 

2.  You  might  have  been,  2.    You  might  have  been, 

3.  He  might  have  been.  3.    They  might  have  been. 

IMPERATIVE   MODE 

PRESENT   TENSE 

2.   Be,  or  do  thou  be.  2.    Be,  or  do  ye  or  you  be. 

INFINITIVES 
Present^  to  be.  Pre  sent- Perfect^  To  have  been. 

PARTICIPLES 
Present,  Being.  Past,  Been.  Past-Perfect,  Having  been. 

4.  In  the  study  of  conjugation  it  should  be  observed 
that  — 

I.  In  the  formation  of  the  futures,  we  have  two  auxiliaries, 
shall  and  will.  For  the  expression  of  simple  futurity, 
we  use  shall  in  the  first  person,  and  will  in  the  second 
and  third  persons,  as  given  in  the  table.  On  the  other 
hand,  by  using  will  in  the  first  person  and  shall  in  the 
second  and  third  persons,  we  express  the  various  ideas 
of  promise,  command,  obligation,  etc.  Thus  :  "  I  will 
be  there ''  expresses  a  promise.  "  Thou  shalt  love  the 
Lord  thy  God"  is  a  command.  ''He  shall  do  it" 
(i.e.,  I  will  make  him)  expresses  obligation  or  neces- 
sity. 
hoenshel's  eng.  gram. —  13 


[94  ENGLISH  GRAMMAR 

2.  The  singular  form,  thou  art,  etc.,  is  now  used    jnly  in 

acts  of  worship,  or  on  other  solemn  occa«:ions.  In 
ordinary  discourse,  in  addressing  one  person,  we  say 
yo24.  are, you  were,  etc.,  the  meaning  being  singular,  but 
the  form  plural. 

3.  In  the  third  person,  the  subject  of  the  verb  may  beany 

of  the  personal  pronouns,  he,  she,  it,  any  of  the  relative 
pronouns,  who,  which,  what,  that,  etc.,  or  any  noun. 
For  convenience  of  recitation,  only  one  subject  is 
inserted. 

4.  In  the  potential  mode  the  auxiliary  may  be  — 

In  the  present  tense,  may,  can,  or  must ; 
In  the  past  tense,  might,  could,  would,  or  shoidd; 
In  the  present-perfect  tense,  7nay  have,  can  have,  or 
mjist  have ; 
In  the  past-perfect  tense,  7night  have,  could  have,  woidd 
have,  or  shoidd  have. 


LESSON  XL 
CONJUGATION 

I.   Conjugation  of  the  verb  Love,  in  the  Active  Voice. 
INDICATIVE   MODE 


PRESENT 

TENSE 

Singular 

Plural 

\. 

I  love, 

I. 

We  love, 

2. 

You  love, 

2. 

You  love. 

3- 

He  loves. 

3" 

They  love. 

PRESENT-PERFECT 

TENSE 

I. 

I  have  loved, 

I. 

We  have  loved. 

2. 

You  have  loved, 

2. 

You  have  loved, 

3- 

He  has  loved. 

3- 

They  have  loved. 

CONJUGATION 


195 


PAST   TENSE 


Singular 

I  loved, 
You  loved, 
He  loved. 


Plural 
We  loved, 
You  loved, 
They  loved. 


PAST-PERFECT   TENSE 


I  had  loved. 
You  had  loved. 
He  had  loved. 

I  shall  love. 
You  will  love, 
He  will  love. 


2. 
3- 

FUTURE   TENSE 
I. 
2. 

3- 


We  had  loved. 
You  had  loved, 
They  had  loved. 

We  shall  love. 
You  will  love. 
They  will  love. 


FUTURE-PERFECT   TENSE 

I  shall  have  loved,  i.  We  shall  have  loved, 

You  will  have  loved,  2.   You  will  have  loved, 

He  will  have  loved.  3.   They  will  have  loved. 

SUBJUNCTIVE    MODE 


PRESENT   TENSE 


If  I  love, 
If  you  love. 
If  he  love. 


POTENTIAL 


1.  If  we  love, 

2.  If  you  love, 

3.  If  they  love. 

MODE 


I  may  love, 
You  may  love, 
He  may  love. 


PRESENT  TENSE 


1.  We  may  love, 

2.  You  may  love, 

3.  They  may  love. 


PRESExNTT-PERFECT    TENSE 


I  may  have  loved. 
You  may  have  loved, 
He  may  have  loved. 


PAST   TENSE 


I  might  love. 
You  might  love. 
He  might  love. 


We  may  have  loved, 
You  may  have  loved, 
They  may  have  loved. 

We  might  love, 
You  might  love. 
They  might  love. 


196  ENGLISH  GRAMMAR 

PAST-PERFECT   TENSE 
Singular  Plural 

1 .  I  might  have  loved,  i .    We  might  have  loved, 

2.  You  might  have  loved,  2.    You  might  have  loved, 

3.  He  might  have  loved.  3.    They  might  have  loved. 

IMPERATIVE   MODE 

PRESENT    TENSE 

2.   Love,  or  love  thou.  2.   Love,  or  love  you. 

INFINITIVES 
Present^  To  love.  Present-Perfect^  To  have  loved. 

PARTICIPLES 
Present,  Loving.        Past,  Loved.        Past  Perfect,  Having  loved. 

2.    Conjugation   of   the   verb    Love,    in  the    Passive 

Voice. 

INDICATIVE   MODE 

PRESENT   TENSE 
Singular  Plural 

1.  I  am  loved,  i.  We  are  loved, 

2.  You  are  loved,  2.  You  are  loved, 

3.  He  is  loved.  3.  They  are  loved. 

PRESENT-PERFECT   TENSE 

1.  I  have  been  loved,  i.  We  have  been  loved, 

2.  You  have  been  loved,         2.  You  have  been  loved, 

3.  He  has  been  loved.  3.  They  have  been  loved. 

PAST  TENSE 

1.  I  was  loved,  *         i.   We  were  loved, 

2.  You  were  loved,  2.    You  were  loved, 

3.  He  was  loved.  3-    They  were  loved. 

PAST-PERFECT   TENSE 

1.  I  had  been  /oved,  i.    We  had  been  loved, 

2.  You  had  been  loved,  2.    You  had  been  loved, 

3.  He  had  been  loved.  3.    They  had  been  loved. 


CONJUGATION  .  197 

FUTURE   TENSE 
Singular  Plural 

1.  I  shall  be  loved,  i.   We  shall  be  loved, 

2.  You  will  be  loved,  2.    You  will  be  loved, 

3.  He  will  be  loved.  3.    They  will  be  loved. 

FUTURE-PERFECT   TENSE 

1.  I  shall  have  been  loved,  i.    We  shall  have  been  loved, 

2.  You  will  have  been  loved,  2.    You  will  have  been  loved, 

3.  He  will  have  been  loved.  3.    They  will  have  been  loved. 

SUBJUNCTIVE  MODE 

PRESENT   TENSE 

1.  If  I  be  loved,  i.  If  we  be  loved, 

2.  If  you  be  loved,  2.  If  you  be  loved, 

3.  If  he  be  loved.  3.  If  they  be  loved. 

PAST  TENSE 

1.  If  I  were  loved,  or  were  I  loved,  i.    If  we  were  loved, 

2.  If  you  were  loved,  or  were  you  loved,  2.    If  you  were  loved, 

3.  If  he  were  loved,  or  were  he  loved.  3.    If  they  v/ere  loved. 

POTENTIAL   MODE 

PRESENT   TENSE 

1.  I  may  be  loved,  i.   We  may  be  loved, 

2.  You  may  be  loved,  2.    You  may  be  loved, 

3.  He  may  be  loved.  3.   They  may  be  loved. 

PRESENT-PERFECT    TENSE 

1.  I  may  have  been  loved,     i.  We  may  have  been  loved, 

2.  You  may  have  been  loved,   2.  You  may  have  been  loved, 

3.  He  may  have  been  loved.    3.  They  may  have  been  loved. 

PAST   TENSE 

1.  I  might  be  loved,  i.   We  might  be  loved, 

2.  You  might  be  loved,  2.   You  might  be  loved, 

3.  He  might  be  loved.  3.   They  might  be  loved. 

PAST-PERFECT   TENSE 

1.  I  might  have  been  loved,  i.    We  might  have  been  loved, 

2.  You  might  have  been  loved,     2.    You  might  have  been  loved, 

3.  He  might  have  been  loved.       3.    They  might  have  been  loved. 


198  .  ENGLISH  GRAMMAR 

IMPERATIVE    MODE 

PRESENT   TENSE 
Singular  Plural 

2.   Be  loved,  07'  be  thou  loved.  2.    Be  loved,  or  be  you  loved. 

INFINITIVES 
Present,  To  be  loved.  Present-Perfect,  To  have  been  loved. 

PARTICIPLES 

Present  Past  Past-Perfect 

Being  loved.  Loved.  Having  been  loved. 

3.  The  synopsis  of  a  verb  is  the  orderly  arrangement 
of  its  voices,  modes,  and  tenses  in  one  person  and  num- 
ber (usually  the  first  person,  singular). 

4.  The  conjugations  already  given  are  of  the  Com- 
mon Form.  There  are  two  other  forms  :  the  Progress- 
ive and  the  Emphatic. 

5.  The  Progressive  Form  of  the  verb  is  that  which 
represents  the  action  as  in  progress ;  as,  "  I  am  writ- 
ing." 

1.  The  Progressive  Form  of  any  verb  is  made  by  placing 

before  its  present  participle  the  various  modes,  tenses, 
persons,  and  numbers  of  the  verb  to  be. 

2.  Since  the  progressive  form  always  ends  with  the  present 

participle  and  the  passive  always  ends  with  the  past 
participle,  it  follows  that  the  progressive  form  is 
always  in  the  active  voice. 

6.  The  Emphatic  Form  of  the  verb  is  that  in  which 
the  assertion  is   expressed   with    emphasis  ;  as   "I    do 

write." 

1 .  The  Emphatic  Form  is  made  by  prefixing  the  present 

or  past  tense  of  do  to  the  simple  form  of  the  verb. 

2.  This  form  is  used  in  the  present  and  past  indicative,  and 

the  present  subjunctive,  active  voice,  and  in  the  im- 
perative, both  active  and  passive. 

3.  The  emphatic  form  is  often  used  in  asking  questions ;  as, 

"Does  he  write.?" 


WRITTEN  REVIEW  199 


LESSON  XL! 
REVIEW 

1.  Write    a   synopsis   of   the   verb   see,    progressive 
form. 

2.  Write  a  synopsis  of  the  verb  see,  emphatic  form. 

3.  Write  the  conjugation  of  choose,  active  voice,  com- 
mon form. 

4.  Write   the   conjugation   of   choose,    passive  voice, 
common  form. 


LESSON  XLII 
WRITTEN   REVIEW 

Write  a  sentence  having  a  verb  in  the  — 

1.  Active,  indicative,  present-perfect. 

2.  Active,  indicative,  future-perfect. 

3.  Passive,  indicative,  past-perfect. 

4.  Passive,  indicative,  past. 

5.  Active,  potential,  past. 

6.  Active,  potential,  past-perfect. 

7.  Active,  potential,  present-perfect. 

8.  Passive,  potential,  past. 

9.  Passive,  potential,  present. 

10.  Active,  imperative. 

11.  Passive,  imperative. 

12.  Active,  subjunctive,  present. 

13.  Passive,  subjunctive,  present. 

14.  Passive,  subjunctive,  past. 

15.  Active,  indicative,  past,  progressive  form. 

16.  Active,  indicative,  present,  emphatic  form. 

17.  Active,  potential,  past,  progressive  form. 

18.  Active,  indicative,  present-perfect,  progressive  form. 

19.  Active,  imperative,  progressive  form. 


200  ENGLISH  GRAMMAR 

> 

LESSON  XLIII 
THE   INFINITIVES 

1.  The  infinitive  is  that  form  of  the  verb  which  ex- 
presses action  or  being  without  affirming  it ;  as,  to  write^ 
to  have  written  ;  to  exist. 

2.  The  following  are  the  infinitives  of  the  verb  see  : 

Present  Present-Perfect 

Active  :  to  see,  to  have  seen. 

Passive  :  to  be  seen,  to  have  been  seen. 

The  infinitive  has  the  progressive  forms  to  be  seehig  and  to  have 
been  seeing. 

Of  course  an  intransitive  verb  has  but  the  two  active  infini- 
tives. 

The  names  present  and  present-perfect  do  not  have  reference  to 
the  time  expressed  by  the  infinitive,  but  to  its  form.  The  time 
depends  on  the  finite  verb  of  the  sentence. 

The  sign  of  the  infinitive  is  to.  This  sign  is  omitted  after  the 
verbs  bid^  dare,  feel,  hear,  help,  let,  make,  see,  and  some  others  ;  as, 
"  Let  him  coine.''  "  See  the  birds  fly:'  When  to  is  omitted,  it 
should  be  suppHed  in  parsing. 

3.  The  infinitive  is  used  as  a  noun,  an  adjective,  or 
an  adverb. 

4.  The  following  is  the  order  for  parsing  an  infinitive  : 

1.  *'To   work    is.  not    always    pleasant."     To  work  is  a 

verb,  regular,  intransitive,  active  ;  infinitive,  pres- 
ent ;  it  has  the  construction  of  a  noun,  nominative, 
subject  of  the  verb  is. 

2.  "The  lesson  to  be  learned  was  very  difficult."      To  be 

learned  is  a  verb,  regular,  transitive,  passive  ;  infini- 
tive, present  ;  it  has  the  construction  of  an  adjective, 
modifying  lesson. 


THE  INFINITIVE  20I 

3.  "He  went  to  school  to  study  grammar."  To  study 
is  a  verb,  regular,  transitive,  active  ;  infinitive, 
present  ;  it  has  the  construction  of  an  adverb, 
modifying  went.  Construction  means  the  same  as 
office. 

5.  In  the  following  sentences  the  infinitive  has  the 
construction  of  a  noun  : 

1 .  As  subject : 

a.  To  learn  requires  application. 

b.  To  clijnb  trees  is  dangerous. 

2.  As  object  of  a  verb. 

a.  I  like  to  walk. 

b.  The  thief  desires  to  escape. 

3.  As  attribute  complement  : 

a.  To  see  is  to  believe. 

b.  To  study  is  to  learn. 

4.  In  apposition  with  subject  : 

a.  It  is  useless  to  inquire. 

b.  It  is  a  sin  to  speak  deceitfully. 

5.  As  object  of  a  preposition  : 

a.  I  was  about  to  write.* 

b.  They  had  no  choice  but  to  go. 

6.  In  the  following  sentences  the  infinitive  has  the 
construction  of  an  adjective  : 

1.  Not  used  in  the  predicate  : 

a.  Flee  from  the  wrath  to  come. 

b.  Leaves  have  their  time  to  fall. 

2.  Used  in  the  predicate  (attribute  complement)  : 

a.  The  house  is  to  be  sold. 

b.  The  governor's  authority  is  to  be  supported. 

7.  In  the  following  sentences  the  infinitive  has  the 
construction  of  an  adverb  : 

I .    Modifying  a  verb  : 

a.  Music  was  ordained  to  refresh  the  mind. 

b.  They  fought  to  defetid  their  country. 

*  In  such  sentences,  about  may  be  called  an  adjective,  meaning  nearly  the 
same  as  ready  or  prepared.  The  infinitive,  then,  would  have  the  construc- 
tion of  an  adverb,  modifying  about. 


202  ENGLISH  GRAMMAR 

2.  Modifying  an  adjective  : 

a.  These  apples  are  good  to  eat. 

b.  The  industrious  boy  is  anxious  to  work. 

3.  Modifying  an  adverb  : 

a.  He  is  too  young  to  enlist  (modifies  too^. 

b.  It  is  ripe  enough  to  eat.     {To  eat  modifies  enough. 

Enough  is  an  adverb,  modifying  ripe.') 

8.  Parse  the  infinitives  in  all  of  the  preceding  sen- 
tences marked  a. 

A  model  for  written  parsing  can  easily  be  arranged  by  teacher  or 
pupil. 

9.  Write  the  infinitives  of  these  verbs : 

lie,  sit,  choose,  tear,  do. 


LESSON  XLIV 
INFINITIVES 


I.    Point   out  the  infinitives  in  these  sentences,  and 
give  the  construction  of  each  : 

1.  They  had  the  good  fortune  to  escape. 

2.  The  student  has  a  license  to  preach. 

3.  The  cuckoo  tried  to  steal  the  nest. 

4.  She  is  sad  to  see  her  sister  faihng. 

5.  I  have  come  to  hear  you  sing. 

6.  You  have  a  problem  to  solve. 

7.  I  am  prepared  to  hear  you. 

8.  You  were  kind  enough  to  aid. 

9.  These  men  were  sent  to  rule  a  distant  province. 

10.  He  is  old  enough  to  vote. 

11.  The  pupil  forgot  to  study  his  lesson. 

12.  Not  to  save  my  right  hand  would  I  do  it. 

13.  I  come  not  here  to  talk. 


THE  INFINITIVE  203 

14.  It  is  useless  to  inquire. 

[  to  inquire. 

It     (I)    I    is  —  useless 

15.  To  obey  is  better  than  to  be  punished. 

16.  It  is  better  to  strive  for  the  right  than  to  rail  at  the 

wrong  (is  good) . 

17.  To  hesitate  is  to  be  lost. 

18.  To  rob  a  caravan  is  a  crime,  but  to  steal  a  continent  is 

glory. 

19.  Every  one  should  strive  to  be  an  ornament  to  his  pro- 

fession. 

20.  One  stumble  is  enough  to  deface  the  character  of  an 

honorable  life. 

2.    Diagram  the  preceding  sentences. 


LESSON  XLV 
REVIEW   OF   THE    INFINITIVE 

1.  Usually,  no  word  should  come  between  to  and 
the  verb  ;  thus,  *'  to  rapidly  walk  "  should  be  "  to  walk 
rapidly." 

Some  authors  do  not  hesitate  to  disregard  the  above  rule. 

2.  The  present-perfect  infinitive  should  not  be  used 
after  verbs  of  wis/mig,  expecting,  etc.  We  should  not 
say    *'  He  wished  to  have  gone, "  but    "  He  wished  to 

go- 

3.  Write  a  sentence  having  — 

1.  An  infinitive,  present,  active. 

2.  An  infinitive,  present,  passive. 


204  ENGLISH  GRAMMAR 

3.  An  infinitive,  present-perfect,  active. 

4.  An  infinitive,  present-perfect,  passive. 

5.  An  infinitive  without  to. 

4.   Write    a   sentence    having  an  infinitive  with  the 
construction  of — 

1 .  An  adjective,  not  in  the  predicate. 

2.  An  adjective,  in  the  predicate. 

3.  A  noun,  subject. 

4.  A  noun,  object. 

5.  A  noun,  attribute  complement. 

6.  A  noun,  object  of  a  preposition. 

7.  A  noun,  in  apposition  with  a  subject. 

8.  An  adverb,  modifying  a  verb. 

9.  An  adverb,  modifying  an  adjective. 
10.  An  adverb,  modifying  an  adverb. 


LESSON  XL  VI 
THE  PARTICIPLE 


A  Participle  is  a  word  derived  from  a  verb,  partak- 
ing of  the  properties  of  a  verb  and  of  an  adjective  or  a 
noun. 

2.  There  are  three  participles  :  the  Present,  the  Past, 

and  the  Past-Perfect. 

The  Past  is  sometimes  called  the  Perfect,  and  the  Past-Perfect 
is  sometimes  called  the  Compound  Participle. 

3.  The  following  are  the  participles  of  the  transitive 

verb  see : 

Present  Past  Past-Perfect 

Active :  seeing,  seen,  having  seen. 

Passive :  being  seen,         seen,  having  been  seen. 

An  intransitive  verb  has  only  the  three  active  participles. 


THE  PARTICIPLE  205 

Some  grammarians  do  not  consider  the  past  participle  in  the 
active  voice  a  separate  participle,  because  it  has  the  same  form  as 
the  past  participle  in  the  passive  voice.  While  it  is  true  that  they 
have  the  same  form,  there  is  often  quite  a  difference  in  meaning. 

The  active  participle  is  used  with  an  auxiliary  in  forming  many  of 
the  tenses  in  the  active  voice ;  thus,  in  ''  I  have  seen  the  parade," 
have  is  the  auxiliary  and  seen  is  the  past  participle,  active.  In  "  I 
have  been  seen,"  have  bee7i  is  the  auxiliary  and  seen  is  the  past  parti- 
ciple, passive.  In  "  The  animal  seen  on  the  mountain  was  a  bear," 
seen  is  the  past  participle,  passive. 

4.  Write  all  the  participles  of  these  verbs  : 

write,  choose,  walk,  go,  do,  try,  sit. 

5.  A  participle  always  has  the  construction  of  an 
adjective  or  a  noun. 

No  word  is  a  participle  unless  it  is  derived  from  a  verb ;  thus,  in 
"  He  was  unknown  in  the  community,"  unknown  is  not  a  participle, 
because  there  is  no  verb  unknow  from  which  it  can  be  derived. 

6.  The  following  is  the  order  for  parsing  a  participle  : 

1.  "The    lesson    learned    yesterday    was    not     recited." 

Learned  is  a  verb,  regular,  transitive,  passive; 
participle,  past ;  it  has  the  construction  of  an  adjective, 
and  modifies  lesson. 

2.  "By  learning  the  lesson  he  won  the  approval  of  his 

teacher."  Learning  is  a  verb,  regular,  transitive, 
active ;  participle,  present ;  it  has  the  construction  of 
a  noun,  the  object  of  the  preposition  by. 

7.  In  the  following  sentences  the  participle  has  the 
construction  of  an  adjective  : 

I .    Not  used  in  the  predicate  : 

a.  Wealth  obtained  dishonestly  soon  disappears. 

b.  Having  walked  2.  long  distance,  the  soldier  is  tired. 

c.  The  policeman  found  the  criminal  concealed  in  the 

bushes. 


2o6  ENGLISH  GRAMMAR 

2.    Used  as  attribute  complement : 

a.  Truth  lies  wrapped  up  and  hidden  in  a  well. 

b.  Cincinnatus  was  found  plowing. 

c.  The  general  lay  wotmded  on  the  field. 

8.  In  the  following  sentences  the  participle  has  the 
construction  of  a  noun  : 

1.  In  the  nominative  case  : 

a.  Riding  a  bicycle  is  good  exercise. 

b.  This  reirinding  me  of  your  kindness  is  repj'oving 

me. 

c.  My  admitting  the  fact  will  not  affect  the  argument. 

2.  In  the  objective  case  : 

a.  We  obtain  information  by  reading  good  books. 

b.  Light  minds  undertake  many  things  without  com- 

pleting them. 

c.  He  could  not  resist  taking  the  apple. 

9.  Parse  the  participles  in  the  preceding  sentences. 


LESSON  XLVII 
THE   PARTICIPLE 

I.    Point  out  the  participles  in  these  sentences,  and 
give  the  construction  of  each  : 

1.  Pardon  my  asking  if  you  like  to  read. 

2.  Avoid  keeping  company  with  the  depraved. 

3.  The  Indians  ran  screaming  in  pursuit. 

4.  Many  have  amassed  wealth  by  living  economically. 

5.  Attempting  much  and  doing  little  is  a  common  cause  of 

failure. 

6.  Pocahontas  was  married  to  an  Englishman  named  John 

Rolfe. 

7.  The  philosopher  sat  buried  in  thought. 

8.  Instead   of    reasoning   more   forcibly,  he    talked  more 

loudly. 

9.  Our  united  efforts  could  not  prevent  his  going. 


THE   PARTICIPLE  20/ 

10.  He    spent  hours  in  correcting    and  polishing  a  single 

couplet. 

11.  Nature  is  best  conquered  by  obeying  her. 

12.  The  child  stood  weeping.     (^F<?.?//;/§^  has  the  construc- 

tion of  an  adjective  in  the  predicate.) 

13.  The  pardon  of  the  governor  prevented  his  being  hung. 

14.  God's  balance,  watched  by  angels,  is  hung  across  the 

sky. 

15.  The  letter  written  yesterday  has  been  mailed. 

2.  Participles  are  often  placed  before  nouns  to  de- 
scribe some  condition  or  characteristic.  They  then 
become  simple  adjectives. 

1.  The  engineer,   iiijured  in  the  wreck,  was  taken  home. 

(Participle.) 

2.  The  injured  vm.n  was  taken  away.     (Adjective.) 

3.  The  horse,  running  rapidly,  soon  reached  the  opposite 

side  of  the  field.     (Participle.) 

4.  The  rummtg  horse  was  soon  captured.     (Adjective.) 

3.  Use  each  of  these  words  in  two  sentences :  first, 
as  an  adjective ;  second,  as  a  participle. 

wounded,  chosen,  stolen,  rippling,  polished,  sworn. 


LESSON  XL  VIII 
DIAGRAMS 


I.    Notice  these  diagrams  : 

I.    The  soldier  lay  wounded. 

(^    wounded, 
soldier     [     lay    — 


I  The 

2.   We  should  avoid  injuring  the  feelings  of  others. 
We    I    should  avoid 


I 


mjunng 

I  feelings. 


208 


ENGLISH  GRAMMAR 


3.    Your  writing  that  letter  so  neatly  secured  the  situation. 


L 


wntinof 


Your 


neatly 


letter 


so  j  that 


secured 


situation. 


The  participial  phrase  is  the  subject  of  secured. 

4.    We  can  improve  our  minds  by  reading  good  books. 


^^  reading 


books. 


Reading  is  a  participle  used  as  the  object  oiby^  and  books  is  the 
object  of  reading. 

5.  The  pardon  of  the  governor  prevented  his  being  hung. 

pardon     |    prevented 

[    being  hung. 


his 


Being  hung  is  a  participle,  with   the   construction   of  a  noun, 
object  oi prevented. 

6.    Pardon  my  asking  if  you  like  to  read. 

if 


X     1    Pardon 


; 

(^    to  read. 

you       1       ;     like 

"I  asking 

1  ^""y 

2.    Diagram  the  sentences  in  paragraph  i,  Lesson  47. 


REVIEW  209 

LESSON  XLIX 
WRITTEN  REVIEW  OF   PARTICIPLES 

1.  Write  a  sentence  having  a  participle  — 

1.  With  the  construction  of  a  noun,  subject. 

2.  With  the  construction  of  a  noun,  object  of  a  verb. 

3.  With  the  construction  of  a  noun,  object  of  a  preposition. 

4.  With  the  construction  of  a  noun,  object  of  a  verb,  and 

having  an  object. 

5.  With  the  construction  of  a  noun,  subject,  and  having 

an  object. 

6.  With   the   construction    of  an   adjective,  not  attribute 

complement. 

7.  With  the  construction  of  an  adjective,  attribute  comple- 

ment. 

2.  Diagram  the  sentences  you  have  written. 


LESSON  L 


WRITTEN  REVIEW  OF  INFINITIVES  AND 
PARTICIPLES 

I.    Parse  the  infinitives  and  participles  in  these  sen- 
tences : 

1.  Learn  to  labor  and  to  wait. 

2.  It  is  impossible  to  advance  rapidly. 

3.  He  dislikes  being  falsely  accused. 

4.  John  Brown's  body  lies  moldering  in  the  tomb. 

5.  We  expected  him  to  come.     (The  object  of  expected  is 

him  to  come.     To   come   has  the  construction  of  an 
adjective,  modifying  hivi.') 

6.  I  know  him  to  be  an  honest  man. 

7.  I  was  opposed  to  his  teaching  the  class. 

8.  I  heard    him   reproved.     {Him   is    not   the   object    of 

heard.^ 
hoenshel's  eng.  gram. —  14 


2IO  ENGLISH  GRAMMAR 

9.   I  heard  him  recite  the  lesson. 

10.    He  is  to  be  blamed  for  keeping  us  waiting  so  long. 
{   to  be  blamed  us 

X    X  waiting: 


He    I    is  — 


[  keeping 


long- 
I  so 


To  be  is  understood  before  waiting,  forming  the  progressive  form 
of  the  present  infinitive. 

11.  His  having  failed  is  not  surprising. 

12.  His  desire  to  teach  is  gratified. 

2.    Diagram  the  preceding  sentences. 


LESSON  LI 
ANALYSIS    AND    DIAGRAMING 
Analyze  and  diagram  these  sentences : 

1.  It  is  not  always  easy  to  make  ourselves  what  we  wish 

to  be. 

2.  Many   persons  think  it  is  not  wrong  to  lie  to  escape 

punishment. 

3.  We  are  commanded  to  love  our  enemies. 

4.  I  know  how  to  write  a  letter. 

5.  To  obey  is  better  than  to  be  punished. 

6.  Hope  comes  with  smiles  the  hour  of  pain  to  cheer. 

7.  We  could  feel  the  earth  tremble  beneath  our  feet. 

8.  By  doing  nothing,  we  learn  to  do  ill. 

9.  He  soon  began  to  be  weary  of  having  nothing  to  do. 

10.  By  endeavoring  to  please  all,  we  fail  to  please  any. 

11.  The  teacher  being  sick,  school  was  dismissed. 

school      I      was  dismissed. 

teacher 

I  The     [being  —  sick 

The  phrase,  teacher  being  sick,  has  no  connection  with  the  sen- 
tence.    Teacher  is  in  the  nominative  case  (nominative  absolute). 


THE  ADVERB  211 

12.  The  jury  having  been  sworn,  the  trial  proceeded. 

13.  Our  lessons  having  been  recited,  we  came  home. 

14.  Having  recited  our  lessons,  we  came  home. 

15.  Hope  deferred  maketh  the  heart  sick. 

16.  The  rain  having  ceased,  we  saw  a  rainbow. 

17.  To  see  you  here  on  such  a  day  surprises  me. 


LESSON  LIT 
THE   ADVERB 


1 .  An  adverb  is  a  word  used  to  modify  a  verb,  an 
adjective,  or  an  adverb. 

2.  According  to  their  office  in  the  sentence,  adverbs 
are  divided  into  three  classes  :  Simple,  Interrogative, 
and  Conjunctive. 

3.  A  Simple  Adverb  simply  modifies  the  word  with 
which  it  is  used  ;  as  — 

1 .  He  reads  well  and  writes  very  well. 

2.  The  mountain  is  exceedingly  high. 

4.  An  Interrogative  Adverb  is  one  used  in  asking  a 
question. 

5.  A  Conjunctive  Adverb  is  one  that  modifies  a  word 
in  a  dependent  clause,  and  also  connects  that  clause 
with  the  independent  clause. 

In  the  sentence,  '•'■  I  will  recite  when  the  time  comes,"  when 
modifies  cojnes  and  connects  the  adverb  clause  with  will  recite. 

The  principal  conjunctive  adverbs  are  when.,  where.,  as,  why, 
wherein,  whereby,  while,  whenever,  whereon,  and  than. 

It  is  evident  that  conjunctive  adverbs  are  found  in  complex 
sentences. 


212  ENGLISH  GRAMMAR 

6.  Such  adverbs  as  surely yperJiaps^  certainly,  yes,  nay^ 
no,  and  not  are  sometimes  called  Modal  Adverbs. 

Notice  that  a  modal  adverb  is  not  an  adverb  of  manner.  A 
modal  adverb  describes  the  manner  of  making  the  assertion,  not 
the  manner  of  performing  the  action. 

In  "  He  will  certainly  come  quicldy,"  certamly  is  a  modal  adverb, 
describing  the  manner  in  which  the  assertion  is  made,  and  quickly 
is  an  adverb  of  manner,  describing  how  the  action  will  be  performed. 

7.  According  to  their  meaning  adverbs  are  divided 
as  follows : 

1.  Adverbs  of  Place  ;  as,  where,  here,  etc. 

2.  Adverbs  of  Time  ;  -as,,  now,  again,  afterward,  ^\.z. 

3.  Adverbs  of  Number ;  as,  07ice,  twice,  secondly,  thirdly. 

4.  Adverbs  of  Manner ;  as,  how,  well,  so,  etc. 

5.  Adverbs  of  Degree  ;  as,  very,  too,  much,  etc. 

6.  Adverbs  of  Cause  ;  as,  why,  wherefore,  etc. 

7.  Adverbs  of  Affirmation  and  Negation;  2is, yes,  no, yea, 

nay,  etc. 

8.  The  only  modification  of  adverbs  is  comparison. 
They  have  the  same  degrees  as  adjectives,  but  usually 
only  adverbs  of  manner  can  be  compared. 

9.  Classify  the  adverbs  in  these  sentences  according 
to  use  and  according  to  meaning : 

1.  Tarry  till  he  comes. 

2.  On  my  way  hither,  I  saw  her  come  forth. 

3.  There  were  no  other  persons  there.* 

4.  They  hved  together  very  happily. 

5.  How  rapidly  the  moments  fly! 

6.  Perchance  you  are  the  man. 

7.  I  have  not  seen  him  since  I  returned. 

8.  Whither  has  he  gone? 

9.  How  far  that  little  candle  throws  its  beams! 

*  The  first  there  is  not  an  adverb;  it  is  simply  an  introductory  word. 


THE  ADVERB  213 

10.  Slowly  and  sadly  we  laid  him  down. 

11.  These  scenes,  once  so  delightful,  no  longer  please  him. 

12.  Having  duly   arranged  his  affairs,   he  departed  imme- 

diately. 

10.  Many    adverbs   are   composed   of   two    or   more 

words  ;  as,  by  and  by,  one  by  one,  at  all.     These  may  be 

called  Phrase  Adverbs. 

Notice  the  difference  between  a  phrase  adverb  and  an  adverb 
phrase. 

11.  Only  one  negative  should  be  used  in  making  a 
denial. 

"  He  has  never  done  nothing  "  should  be  "  He  has  never 
done  anything,"  or  "  He  has  done  nothing." 

12.  Adverbs  should  not  be  used  for  adjectives,  nor 
adjectives  for  adverbs. 

In  the  sentence,  "  The  day  is  disagreeable  cold,"  the  adjective 
disagreeable  is  used  instead  of  the  adverb  disagreeably. 

In  "This  pen  does  not  write  good,"  the  adjective  good  is  used 
instead  of  the  adverb  well.  {Good,  better,  best  is  an  adjective; 
well,  better,  best  may  be  an  adverb.)  In  "  The  queen  feels  badly," 
the  intention  is  to  express  the  queen's  condition,  not  her  manner  of 
feeling.  Therefore,  the  adjective  <5^rt^  should  be  used  instead  of  the 
adverb  badly. 

13.  Some  adjectives,  when  used  in  the  predicate  to 
express  the  condition  of  the  subject,  are  incorrectly 
called  adverbs.     The  following  sentences  are  all  correct : 

1.  She  looks  cold. 

2.  Velvet  feels  smooth. 

3.  He  sat  silent. 

4.  The  lady  feels  bad. 

5.  The  author  stood  bareheaded  in  the  presence  of  the 

king. 
Bareheaded  is  an  adjective,  expressing  the  condition  of  author ; 
it  does  not  tell  the  manner  in  which  he  stood. 


214  ENGLISH  GRAMMAR 


^     LESSON  LI  I  I 
THE    ADVERB 

1.  Correct  where  necessary,  and  give   your  reasons 
for  the  changes  : 

1.  He  stood, silently  and  alone. 

2.  Speak  more  distinctly. 

3.  A  miser  never  gives  anything  to  nobody. 

4.  How  sweetly  the  music  sounds. 

5.  The  sun  shines  brightly  and  the  grass  looks  greenly. 

6.  He  feels  very  sadly  about  his  loss. 

7.  The  teacher  was  tolerable  well  informed. 

8.  The    young   lady   looked   beautiful\y,    and   she    sang 

beautiful. 

9.  We  arrived  at  home  safety  and  soundly. 

ID.  The  bashful  young  man  appeared  very  awkwardfy. 

11.  This  apple  looks  well  (good  t  ),  but  it  tastes  bad. 

12.  She  dresses  suitable  to  her  station  and  means. 

13.  I  was  exceeding  glad  to  hear  from  you. 

14.  The  train  doesn't  wait  for  no  one. 

15.  The  doctor  said  she  would  never  be jrlo  better. 

16.  Every  man  cannjpt  afford  to  keep  a  coach. 

2.  Choose  the  right  word,  and  give  reasons  : 

1.  He  looked  (glad,  gladly)  when  his  brother  came. 

2.  Lucy  felt  very  (sad,  sadly)  when  her  friend  died. 

3.  The  evening  bells  sound  (sweety-  sweetly)  and  low. 

4.  The  eggs  were  boiled  (soft,  softly). 

5.  The  house  was  made  (strong,  strongly). 

6.  Come  (quick,  quickly). 

7.  The  slaves  were  treated  (harsh^  harshly). 

8.  The  singer's  voice  seemed  (harsh;  harshly). 

9.  The  moon  rose  (clear,  clearly). 

10.  The   house   appears    (comfortable,    comfortably)    and 

(pleasant,  pleasantly). 

11.  The  boy  was  dressed  (comfortable,  comfortably). 


POSITION  OF  THE  ADVERB  215 

LESSON  LIV 
POSITION   OF   THE    ADVERB 

1.  Adverbs  should  be  so  placed  that  there  can  be  no 
doubt  as  to  what  they  are  intended  to  modify.  Notice 
these  sentences,  and  explain  the  meaning  of  each : 

1.  Only  the  address  can  be  written  on  this  side. 

2.  The  address  can  only  be  written  on  this  side. 

3.  The  address  can  be  written  on  this  side  only. 

2.  Improve  the  location  of  the  adverb  in  these  sen- 
tences : 

1.  We  only  recite  three  lessons  a  day. 

2.  All  men  are  not  educated. 

3.  All  that  glitters  is  not  gold. 

4.  Two   young  ladies  came  to  the   party  nearly  dressed 

alike. 

5.  Such  prices  are  only  paid  in  times  of  great  scarcity. 

6.  Corn  should  be  generally  planted  in  April  or  May. 

7.  No  man  has  ever  so  much  that  he  does  not  want  more. 

8.  I  shall  be  glad  to  see  you  always. 

9.  The  work  will  be  never  completed. 

10.  Having  nearly  lost  a   thousand  dollars  by  the   trans- 

action, I  cannot  afford  to  venture  again. 

11.  The  secretary  was  expected  to  resign  daily. 

12.  He  nearly  walked  ten  miles. 

13.  I  only  bring  forward  a  few  things. 

14.  We  merely  speak  of  ourselves. 

15.  The  Chinese  chiefly  live  upon  rice. 

16.  I  only  ate  one  apple  to-day. 

3.  Write  three  sentences,  each  containing  : 

1.  A  modal  adverb. 

2.  An  adverb  of  manner. 

3.  A  conjunctive  adverb 

4.  A  phrase  adverb. 

5.  An  adverb  phrase. 


2l6  ENGLISH  GRAMMAR 

LESSON  LV 

THE    PREPOSITION 

1.  A  Preposition  is  a  word  that  shows  the  relation 
of  its  object  to  some  other  word  in  the  sentence. 

Some  prepositions  are  composed  of  two  or  three  words  ;  as,  on 
account  of,  by  means  of,  from  under,  etc. 

Prepositions  are  sometimes  used  as  part  of  a  verb  ;  as,  "  He  was 
laughed  «:/.'"  ''This  matter  must  be  attended /c."  Such  verbs  are 
called  Compou7id  Verbs. 

Some  words,  originally  participles,  are  sometimes  prepositions  ; 
as,  conceriiing,  regarding,  respecting. 

2.  The  object  of  a  preposition  may  be  a  word, 
phrase,  or  clause. 

I.   The  Esquimaux  live  in  huts  made  oi snow. 

1.   He  is  about  to  returrt. 

3.   The   wind  had  ceased  before  the  rain  began  to  fall. 

(Some  authors  call  before  a  conjunctive  adverb  in  this 

sentence.) 

3.  When   a    preposition  has    no   object,  it   becomes 

either  an  adverb  or  an  adjective;  as  — 

1.  The  days  are  passing  (5/.     (Adverb.) 

2.  The  sentence  above  is  correct.     (Adjective.) 

4.  The  preposition  usually  precedes  its  object. 
When  the  object  is  the  relative  that,  it  always  precedes  the  prepo- 
sition ;  as,  "  This  is  the  man  that  I  spoke  to." 

Frequently  in  interrogative  sentences  the  preposition  is  placed 
at  the  end  of  the  sentence;  as,  "What  are  we  coming  to?'' 
"Whom  did  he  give  it  to?  "  This  form  is  much  better  than  "  To 
what  are  we  coming?  "     or  "  To  whom  did  he  give  it?  " 

We  have  many  other  examples  of  good  English  in   which  the 


THE   PREPOSITION  21/ 

preposition  is  placed  at  the  end ;  as,  A  house  to  live  in  ;  A  subject  to 
think  about ;  A  practice  which  no  one  objected  to. 

From  the  preceding  it  will  be  seen  that  the  statement  frequently 
made,  "  A  preposition  should  never  be  used  at  the  end  of  a  sen- 
tence," is  not  sanctioned  by  good  English. 

5.  Care  must  be  taken  to  use  appropriate  preposi- 
tions. 

Between  refers  to  two  objects,  and  a?iiong  refers  to  more  than 
two  objects. 

Observe  the  difference  in  meaning  between  /«  3.ndmto.  "  He  walks 
into  the  house  "  means  that  he  walks  from  the  outside  into  the  inside. 
"Hewalks  in  the  house  "  means  that  he  is  in  the  house,  walking  around. 

In  some  grammars  a  long  list  of  words  is  given,  arranged  alpha- 
betically, each  word  followed  by  a  preposition  supposed  to  be 
appropriate ;  but  as  the  same  word  may  have  more  than  one  appro- 
priate preposition,  and  as  the  selection  of  the  proper  one  depends 
on  the  meaning  intended  to  be  conveyed,  it  seems  to  me  that  the 
only  way  to  learn  to  use  prepositions  correctly  is  to  study  the 
language  of  good  writers  and  speakers. 

6.  Correct  the  errors  in  these  sentences  : 

1 .  The  sultry  evening  was  followed  with  a  heavy  frost. 

2.  He  fell  from  the  bridge  in  the  water. 

3.  Our  government  is  based  in  the  rights  of  the  people. 

4.  He  was  accused  with  robbery. 

5.  This  work  is  different  to  that. 

6.  There   is   a  constant  rivalry  between  these   four  rail- 

roads. 

7.  Divide  the  apples  among  the  two  girls. 

8.  He  was  eager  of  studying  grammar. 

9.  He  was  desirous  for  studying  Latin. 

10.  Battles  are  fought  with    other  weapons   besides   pop- 

guns. 

11.  The  band  was  followed  with  a  large  crowd. 

12.  Raise  your  book  (q^,  of,  off  of  ~)  the  table. 

7.  Fill  each  of  these  blanks  with  a  proper  preposition  : 

1.  He  poured  the  water the  barrel. 

2.  We  saw  you the  concert. 

3.  The  prisoner  is  accused stealing  a  horse. 


2i8  ENGLISH   GRAMMAR 

4.  You  may  rely what  I  say. 

5.  The  forests  abound wild  animals. 

6.  There  is  much  need preparation. 

7.  The  man   died  consumption.     (Use   of  between 

the  verb  died  and  the  name  of  the  disease.) 

8.  The  soil  is  adapted corn. 

9.  The  merchant  is  in  want  — —  money. 
10.  He  stays school  late. 


LESSON  L  VI 
THE    CONJUNCTION 

1.  A  Conjunction  is  a  word  used  to  connect  words, 
phrases,  and  clauses. 

Sometimes  a  conjunction  is  used  simply  as  an  introductory  word. 
In  "  He  went  out  as  captain,"  as  is  not  a  connective.  Sometimes  a 
conjunction  is  introductory  to  an  entire  sentence,  but  in  such  cases 
a  preceding  clause  is  often  understood. 

Some  conjunctions  are  composed  of  two  or  more  words ;  as,  as 
if,  as  well  as,  in  order  that,  etc. 

2.  According  to  their  use  conjunctions  are  divided 
into  two  classes  :  Coordinate  and  Subordinate. 

3.  A  Coordinate  Conjunction  is  one  that  connects 
elements  of  equal  rank. 

1 .  Copulatives  simply  couple  or  join  ;  as,  both,  atid,  more- 

over, etc. 

2.  Alternatives  (disjunctives)  denote  separation,  or  a  choice 

between  two ;  as,  or,  either,  neither,  nor,  etc. 

3.  Adversatives  denote  something  opposed  or  adverse  to 

what  has  been  said  ;  as,  but,  still,  yet,  however,  not- 
withstanding, etc. 

4.  /natives  denote  effect  or  consequence ;   as,  therefore, 

wherefore,  hence,  consequently,  accordingly,  so  that, 
thus,  then,  etc. 


THE   CONJUNCTION  219 

4.  The  words,  phrases,  or  clauses  connected  by  a  co- 
ordinate conjunction  should  be  similar  in  form. 

1.  He   is   good   and   wise;   not,   He  is  good  and  full  of 

wisdom. 

2.  He  came  cheerfully  and  promptly  ;  not,  He  came  cheer- 

fully and  with  promptness. 

3.  Did    they   go   skating,   or   riding  ?   not,   Did   they   go 

skating,  or  to  ride  ? 

5.  Improve  these  sentences  : 

1.  He  did  not  remain  to  pray,  but  for  scoffing. 

2.  Like   signs   give   plus,   but   unlike   signs   will   produce 

minus. 

3.  They  lived  together  in  peace  and  quietly. 

4.  Thanking  you  for  your  kindness,  and  I  hope  to  hear 

from  you  soon,  I  am  yours  truly. 

5.  Great  and  full  of  power  art  thou,  O  Lord  ! 

6.  Faithfully  and   with    earnestness    he   tried  to  perform 

the  task. 

6.  A  Subordinate  Conjunction  is  one  that  connects 

elements  of  unequal  rank. 

A   subordinate  conjunction  is  always  found  in  a  complex  sen- 
tence, and  joins  the  dependent  clause  to  the  independent  clause. 

7.  According  to  the  meaning  of  the  dependent  clause, 
subordinate  conjunctions  are  divided  into  those  of  — 

1 .  Time  ;  as,  as,  until,  since,  etc. 

2.  Reason  or  Cause ;  as,  because,  for,  since,  as,  inasmuch 

as,  etc. 

3.  Condition  or  Siippositioji ;  as,  if,  pi'ovided,  unless,  ex 

cept,  notwithstanding,  whether,  etc. 

4.  Etid  or  Purpose ;  as,  that,  in  order  that,  lest. 

5 .  Concession  ;  as,  though,  although. 

6.  Comparison  ;  as,  than. 

8.  Write  a  sentence  containing  — 

1.  A  copulative  conjunction. 

2.  An  adversative  conjunction. 


220  ENGLISH  GRAMMAR 

3.  An  illative  conjunction. 

4.  Alternative  conjunctions. 

5.  A  subordinate  conjunction  of  time. 

6.  A  subordinate  conjunction  of  purpose. 

7.  A  subordinate  conjunction  of  concession. 


LESSON  L  VII 
CORRELATIVES 


1.  Two  conjunctions,  a  conjunction  and  an  adverb, 
or  two  adverbs  are  often  used  in  pairs.  They  are  then 
called  Cori^elatives.  The  following  are  the  principal 
correlatives  : 

Neither  —  nor.     It  neither  rains  nor  snows. 

Either  —or.     Either  Spain  or  Cuba  is  to  blame. 

Both  —  and.     She  both  reads  and  writes. 

Though — yet.     Though  he  was  rich,  yet  he  was  a  miser. 

As  —  as.     He  is  as  tall  as  I  am. 

As  —  so.     As  he  thinks,  so  he  speaks. 

So  —  as-     She  is  not  so  wise  as  her  sister. 

So  —  that.     The  lesson  is  so  long  that  I  cannot  get  it. 

Whether  —  or.     Whether  he  goes  or  remains  is  uncertain. 

Not  only  —  but  also.     The  climate,  is   not  only  healthful, 
but  also  pleasant. 
As  if,  as  well  as,  but  likewise,  notwithstanding  that,  and  some 
other  combinations,  are  not  correlatives.     They  should  be  parsed  as 
one  word. 

2.  Care  should  be  taken  to  select  appropriate  correla- 
tives, and  to  place  them  where  they  belong. 

Correct  the  following : 

1 .  He  will  neither  go  or  send  any  one. 

2.  Nothing  either  strange  or  interesting  occurred. 


CORRELATIVES  221 

3.  He  was  not  only  considered  a  statesman,  but  also  an 

orator. 

4.  Both  he  works  and  plays. 


works 


r 

He        1  j 

'  I 

I 


plays 


5.  He  not  only  visited  New  York,  but  also  Philadelphia. 

6.  Though  he  has  a  bad  reputation,  so  I  will  trust  him. 

7.  He  was  as  angry  that  he  could  not  speak. 

8.  Wood  is  not  as  durable  as  iron.     (So  and  as  are  the 

proper  correlatives  in  negative  sentences.) 

9.  Is  this  as  good  as  that  ? 

10.  He  is  not  qualified  for  either  teaching  mathematics  or 

language. 

11.  I  shall  neither  depend  on  you  nor  on  him. 

12.  Some  nouns   are    either   used   in  the   singular   or   the 

plural. 

13.  Gold  is  both  found  in  California  and  Colorado. 

3.  The  Comparative  Degree,  and  the  words  ot/ier, 
rather,  else,  and  otherwise,  are  generally  followed,  by 
than. 

4.  Examine  these  sentences  : 

1.  Gold  is  heavier,  but  not  so  useful  as  iron. 

2.  I  never  have  and  never  will  vote  for  such  a  man. 

The  first  sentence  means,  "Gold  is  heavier  as  iron,  but  not  so 
useful  as  iron."  This  is  incorrect,  because  as  should  not  follow  the 
comparative  heavier.  The  sentence  should  read,  "  Gold  is  heavier 
than  iron,  but  not  so  useful." 

The  second  sentence  means,  "  I  never  have  vote  and  never  will 
vote  for  such  a  man."  This  is  incorrect,  because  the  past  participle 
voted  should  be  used  with  have.  The  sentence  should  read, 
"  I  never  have  voted  for  such  a  man,  and  never  will." 

5.  Correct  the  errors  in  these  sentences  : 

1.  February  is  not  so  long,  but  colder,  than  March. 

2.  February  is  colder  but  not  so  long,  as  March. 

3.  I  always  have,  and  always  will  be,  an  early  riser. 


222  ENGLISH  GRAMMAR 

4.  He  ought  and  will  go  this  evening. 

5.  Napoleon  could  not  do  otherwise  but  to  retreat. 

6.  The  visitor  was  no  other  but  the  Colonel. 

7.  That  house  is  preferable  and  cheaper  than  the  other. 

8.  Such  behavior  is  nothing  else  except  disgraceful. 

9.  This  is  different  but  better  than  the  old. 

10.    The  artist  went  and  remained  in  Italy  a  year. 

6,    Use   each  pair  of  the  following  correlatives  in  a 
sentence  : 

both  —  and,  either  —  or,  neither  —  nor, 

whether  —  or,  though  —  yet,  so  —  that, 

as  —  as,  as  —  so,  so  —  as, 

such  —  as,  not  only  —  but  also. 


LESSON  LVIII 
THE    INTERJECTION 


1.  An  Interjection  is  a  word  used  to  denote  strong 
feeling  or  emotion. 

Interjections  have  no  grammatical  construction. 

Words  from  almost  any  other  part  of  speech  may  become  inter- 
jections;  as,  J/y  stars  I   What  I   Weill 

O  is  generally  used  before  words  of  address,  and  oh  before  words 
expressing  emotion  ;  as  — 

1 .  Great  and  manifold  are  thy  works,  O  Lord ! 

2.  Oh!  how  can  I  go? 

2.  Interjections  are  generally  followed  by  the  excla- 
mation point.  If  the  interjection  does  not  express 
strong  feeling,  or  if  the  feehng  continues  through  the 
whole  expression,  a  comma  is  usually  placed  after  the 


ANALYSIS  AND  PARSING  223 

interjection,  and  the  exclamation  point  is  placed  at  the 
end. 

The  exclamation  point  should  not  be  used  after  O. 

3.  Analyze  these  sentences.     Parse  the  adverbs  and 
conjunctions  : 

1.  The  fact  that  he  is  an  American  needs  no  proof. 

2.  You  cannot  tell  where  he  has  gone. 

3.  She  did  not  go  to  school  until  she  was  ten  years  old. 

4.  This  is  the  time  when  snow  falls. 

5.  The  bells  rang  and  the  whistles  blew. 

6.  Love  is  sunshine,  but  hate  is  shadow. 

7.  Be  wiser  to-day  than  yesterday. 

8.  Childhood  shows  the  man,  as  morning  shows  the  day. 

9.  He  is  both  wise  and  virtuous. 

{Both  and  should  be  taken  together,  and  parsed  as  a  strengthened 
conjunction,  connecting  wise  and  virtuotis.) 

4.  Diagram  the  sentences  in  paragraph  3. 


LESSON  LIX 

ANALYSIS  AND   PARSING 

Analyze  these    sentences,  and    parse    the   pronouns, 
verbs,  participles,  and  infinitives  : 

1.  I  dreamed  that  Greece  might  still  be  free. 

2.  Write  it  on  your  heart,  that  every  day  is  the  best  day  in 

the  year. 

3.  That  people  are  good  in  the  main,  is  a  true  statement. 

4.  Time  misspent  is  not  lived,  but  lost. 

5.  For  a  time  the  Puritans  kept  unbroken  the  plan  of  a 

religious  State. 

6.  Good  conversation  is  the  most   delightful   method   of 

gaining  knowledge. 


224  ENGLISH  GRAMMAR 

7.  Life  is  a  mission  to  go  into  every  corner  and  reconquer 

this  unhappy  world  for  God. 

8.  Men  with  no  prejudice  and  a  great  brain  are  the  men  to 

govern  the  world. 

9.  A  man  is  shorter  when  he  is  walking  than  when  at  rest. 
Remember   that   when   the   comparative    degree  is   followed  by 

tha7i,  the  positive  degree  of  the  same  word  is  either  expressed  or 
understood. 

10.  If  coal  and  the  useful  metals  are  found  in  any  region, 

manufacturing  interests  will  sooner  or   later  be  de- 
veloped. 

11.  There  are  some  schools  whose  course  of  study  provides 

for  but  little  study  of  English. 

12.  When  faith  is  lost,  when  honor  dies,  the  man  is  dead. 

13.  Recollect  that  trifles  make  perfection,  and  that  perfec- 

tion is  no  trifle. 

14.  There  is  a  tide  in  the  afl"airs  of  men,  which,  taken  at  the 

flood,  leads  on  to  fortune. 

15.  I  slept,  and  dreamed  that  hfe  was  Beauty; 
I  woke,  and  found  that  life  was  Duty. 

16.  He  who  has  a  thousand  friends  hath  not  a  friend  to 

spare. 
And  he  who  has  one  enemy  shall  meet  him  everywhere. 

17.  Happy  is  the  nation  that  has  no  history. 

18.  To  live  in  hearts  we  leave  behind  is  not  to  die. 

19.  The  truly  wise  man  will  so  speak  that  no  one  will  ob- 

serve how  he  speaks. 

20.  I  supposed  him  to  be  her. 

21.  Try  to  care  for  what  is  best  in  thought  and  action. 


LESSON  LX 
REVIEW 


Correct  the  errors  and  analyze  these  sentences  : 

1.  We  should  be  careful,  because  each  of  us   has  our  in- 

fluence. 

2.  Every  one  of  you  is  expected  to  write  his  own  essay. 

{To  write  has  the  construction  of  an  adjective  used  as 
attribute  complement.) 


REVIEW 


225 


10. 
II. 
12. 

13- 

14. 
IS- 

16. 

17- 
18. 
19. 


Us  girls  are  getting  up  a  tennis  club. 

Mathematics  are  very  difficult  for  me. 

Most  persons  behave  very  good  in  church. 

Two  thousand  dollars  were  divided  between  the  five 
heirs. 

My  work  is  most  done,  and  I  am  tired.  (Use  almost 
whenever  nearly  may  be  used  in  its  place.) 

You  will  find  me  at  home  most  any  time. 

The  invalid  is  some  better  this  morning.  (Use  some- 
what ;  some  is  an  adjective.) 

Plato  believed  that  the  soul  was  immortal. 

Columbus  believed  that  the  earth  is  round. 

Pleasantly  rose,  next  morn,  the  sun,  on  the  village  of 
Grand  Pre. 

Now  is  the  winter  of  our  discontent  made  glorious  by 
the  sun  of  York. 

A  British  and  Yankee  vessel  were  sailing  side  by  side. 

No  king  was  ever  so  much  beloved  by  his  subjects  as 
King  Edward. 

I  have  heard  that  story  of  yours  many  times. 

Of  all  other  poets,  Longfellow  is  my  favorite. 

To  dare  is  great,  but  to  bear  is  greater. 

Sweet  it  is  to  have  done  the  thing  one  ought. 


to  have  done 


It( 


thinj 


one  I   ought. 
lx>< 


a 


IS  — sweet 


The  infinitive  to  have  done,  with  all  its  modifiers,  is  in  opposition 
with  it.     After  ought,  to  have  done  which,  is  understood. 

20.  We  always  may  be  what  we  might  have  been. 

21.  We  are  made  happy  by  what  we  are^  not  by  what  we 

have. 
Rich  gifts  wax  poor  when  givers  prove  unkind. 
Honor  or  reputation  are  dearer  than  life. 
The  house  stood  on  rather  a  narrow  strip  of  land. 
The  remonstrance  laid  on  the  table. 

HOENSHEL'S  ENG.  GRAM. —  I5 


22. 

23- 

24. 

25. 


226  ENGLISH  GRAMMAR 

LESSON  LXI 
Diagram  the  sentences  in  Lessons  59  and  60. 


LESSON  LXII 
WORDS   AS   DIFFERENT   PARTS   OF   SPEECH 

1.  Since  it  is  the  use  of  a  word  in  a  sentence  that  de- 
termines its  part  of  speech,  it  follows  that  many  words 
may  be  used  as  different  parts  of  speech.  Above,  for 
instance,  can  be  used  as  four  different  parts  of  speech ; 

as  — 

1.  He  lives  above  the  bridge.     (Preposition.) 

2.  The  eagle  soars  above.     (Adverb.) 

3.  The  sentence  above  is  correct.     (Adjective.) 

4.  It  comes  from  above.     (Noun.) 

2.  Write  a  sentence,  using  all  — 

1.  As  an  adjective. 

2.  As  an  adjective  pronoun. 

3.  As  an  adverb. 

4.  As  a  noun.     (I  have  lost  my  all.') 

3.  Write  a  sentence,  using  before  — 

1.  As  a  preposition. 

2.  As  an  adverb. 

3.  As  a  conjunctive  adverb. 

4.  Write  a  sentence,  using  but  — 

1 .  As  a  conjunction. 

2.  As  a  preposition. 

3.  As  an  adverb. 


PUNCTUATION  22/ 

5.  Write  a  sentence,  using  fast  — 

1.  As  a  noun. 

2.  As  an  adjective. 

3.  As  a  verb. 

4.  As  an  adverb. 

6.  Write  a  sentence,  using  since  — 

1.  As  a  preposition. 

2.  As  an  adverb. 

7.  Write  a  sentence,  using  that  — 

1.  As  an  adjective. 

2.  As  an  adjective  pronoun. 

3.  As  a  relative  pronoun. 

4.  As   an   introductory   conjunction    (introducing   a   sub- 

ordinate clause) . 

8.  Write  a  sentence  using  till  — 

1.  As  a  noun. 

2.  As  a  verb. 

3.  As  a  conjunctive  adverb. 


LESSON  LXIII 
PUNCTUATION 


I.    Notice  the  punctuation  of  these  sentences  : 

1.  Washington,  who  was  born  in  Virginia,  was  our  first 

President. 

2.  He  was  looking  out  of  the  window  and,  therefore,  did 

not  see  me  entering  the  room. 

3.  "  I  will  come,"  she  said,  "  if  I  have  time." 

In  the  first  sentence  the  clause,  who  was  born  in  Virginia^  is  par- 
enthetical ;  that  is,  it  can  be  omitted  without  spoiling  the  sense. 
The  same  is  true  of  therefore^  in  the  second  sentence,  and  of  she 
said,  in  the  third  sentence.  -    • 


228  ENGLISH  GRAMMAR 

2.  Parenthetical  expressions  are  separated  from  the 
rest  of  the  sentence  by  commas. 

3.  Notice  the  punctuation  of  these  sentences  : 

1 .  We  shall  begin  our  work  next  week. 

2.  Next  week,  we  shall  begin  our  work. 

3.  We,  next  week,  shall  begin  our  work. 

An  adverb  phrase  is  out  of  its  natural  order  when  it  begins  a 
sentence,  or  when  it  stands  between  a  verb  and  its  subject. 

4.  When  a  phrase  is  out  of  its  natural  order,  it  is 
usually  separated  from  the  rest  of  the  sentence  by 
commas. 

5.  Punctuate  the  following  sentences  : 

1.  My  brave  men  the  general  said  charge  for  the  guns. 

2.  London  the  largest  city  in  the  world  is  in  England. 

3.  Paris  which  is  situated  on  the  Seine  is  the  capital  of 

France. 

4.  With  merry  hearts  we  wandered  through  the  beautiful 

meadows. 

5.  The  date  which  is  a  kind   of  food   grows  on  a  palm 

tree. 

6.  The  minstrel  sang  a  song  played  a  tune  and  danced  a 

jig- 

7.  No  no  no  you  cannot  go. 

8.  A   youth   a  boy   or  a   mere   child  could   answer  that 

question. 

9.  By  industry  and  perseverance  we  obtain  knowledge. 
10.    My  friend  will  you  give  me  a  dollar  ,-* 

6.  Notice  the  punctuation  of  these  sentences  : 

1.  My  uncle  Joseph  is  a  sailor. 

2.  Joseph,  my  uncle,  is  a  sailor. 

7.  Appositives,  unless  short  and  used  as  part  of  the 
name,  are  separated  from  the  rest  of  the  sentence  by 
commas. 


PUNCTUATION  229 

8.  Punctuate  these  sentences  : 

1.  Superintendent  Saylor   has   charge  of  the    schools  of 

Lincoln. 

2.  Saylor  the  superintendent  has  charge  of  the  schools  of 

Lincoln. 

3.  Chancellor  Snow  lives  in  Lawrence. 

4.  Tennyson  the  poet  wrote  "  In  Memoriam." 

5.  Bryant  the  American  poet  wrote  '^Thanatopsis." 

9.  Write  and  punctuate  a  sentence  containing  — 

1.  A  series  of  adverbs. 

2.  A  parenthetical  word. 

3.  A  parenthetical  clause. 

4.  A  phrase  out  of  its  natural  order. 

5.  A  quotation  divided  into  two  parts. 

6.  An  appositive  that  should  be  separated  from  the  rest  of 

the  sentence. 

7.  An  appositive  that  should  not  be  separated  from  the 

rest  of  the  sentence. 

10,    Give  two  different  meanings  to  this  sentence  by 
punctuating  differently  : 

Mary  Helen  and  Julia  have  gone. 


LESSON  LXIV 

ANALYSIS   AND  PARSING 

Diagram  these  sentences,  and  parse  the  verbs,  parti- 
ciples, and  infinitives  : 

1 .  Talk  not  too  much,  nor  of  thyself. 

2.  He  loves  not  other  lands  so  much  as  that  of  his  adop- 

tion.    (^As  is  a  conjunctive   adverb,  connecting   the 
dependent  clause  to  so.) 

3.  It  is  not   known  how  the  Egyptians    embalmed    their 

dead. 


230 


ENGLISH  GRAMMAR 


9- 


The  English    language  has  undergone  many  changes 

since  Shakespeare  lived. 
A  few  tattered  huts  stand  among  shapeless  masses  of 

masonry  where  glorious  Carthage  once  stood. 
A   room   hung   with    pictures   is    a   room    hung   with 

thoughts. 
The  greatest  luxury  I  know,  is  to  do  a  good  action  by 

stealth  and  to  have  it  found  out  by  accident. 
We   venture  to   say   that    no   poet  has    ever   had   to 

struggle  with    more  unfavorable  circumstances  than 

Milton. 
From  the  lowest  depth  there  is  a  path  to  the  loftiest 

heights. 
I  was  never  less  alone  than  when  by  myself 
What  we  traly  and  earnestly  strive  to  be,  that,  in  some 

sense,  we  are.      (  What  is  not  a  double  relative  here, 

because  its  antecedent  is  expressed.) 
Do  noble  things,  not  dream  about  them  all  day  long. 
If  I  should  neglect    to  use    my  right  hand,    it  would 

forget  its  cunning.     (The  subordinate  clause  often 

precedes  the  principal  clause.) 
Instead  of  saying  that  man  is  the  creature  of  circum- 
stance, it  would  be  nearer  the  mark  to  say  that  man  is 

the  architect  of  circumstance. 


that 


^      to  say 


'11 


man  |  is  :  =  architect 


circumstance. 


saymg 


)    I    would  be 


that 


man  |  is  :  =  creature 


X  mark 


the 


the 


circumstance 


Some  would  call  Clearer  an  adjective. 


REVIEW  231 

LESSON  LXV 
REVIEW 

Correct  when  necessary,  and  give  reasons : 

1.  In  his  pocket  are  a  knife  and  a  top. 

2.  My!  don't  that  deer  know  how  to  run! 

3.  Two  weeks'  vacation  are  too  much. 

4.  There  is  a  man  and  a  woman  on  the  bridge. 

5.  These  kind  of  people  will  never  succeed. 

6.  Have  you  any  new  children's  shoes? 

7.  This  child  is  real  sick. 

8.  Who  will  you  vote  for? 

9.  Him  from  my  childhood  I  have  known. 

10.  Whom  do  you  think  was  with  me?  1 

11.  A  speech  should  be  judged  by  its  argument. 

12.  Many  a  captain,  with  all  the  crew,  have  been  lost  at  sea. 

13.  There  appear  to  be  many  others  interested. 

14.  I  intended  to  have  gone  yesterday. 

15.  This  is  in  accordance  to  my  plans. 

16.  Milton  is  more  sublime  than  any  of  the  poets. 

17.  This  opinion  never  has  and  never  can  prevail. 

18.  It  not  only  has  beauty  but  utility. 

19.  We  saw  a  man  digging  a  well  with  a  Roman  nose.    ' 

20.  He  seems  to  have  the  universal  esteem  of  all  men. 

21.  How  can  we  tell  whom  to  trust  ? 

22.  There  is  plenty  of  molasses  in  the  jug. 

23.  Neither  the  army  or  navy  was  represented. 
.  24.  Two  of  the  boys  have  swam  ashore. 

25.  Hadn't  we  ought  to  go? 

26.  The  farmer  went  to  his  neighbor  and  told  him  that  his 

cattle  were  in  his  field.     (Use  direct  quotation.) 

27.  Has  the  second  bell  rang? 

28.  He  owned  an  old  and  new  house. 

29.  The  old  and  the  new  governor  are  sitting  in  the  carriage 

side  by  side. 

30.  Either  he  or  I  am  right. 


PART    FOUR 


LESSON  I 
COMPOUND  AND  COMPLEX  SENTENCES 

1.  The  clauses  of  a  compound  sentence  are  some- 
times called  Members. 

2.  The  clauses  of  a  compound  sentence  may  be  of 
different  classes,  according  to  their  form.  If  the  sen- 
tence has  but  two  clauses,  the  following  varieties  may 
be  found : 

1.  Both   clauses  simple:  America  was  discovered  by  the 

Northmen,  but  they  made  no  permanent  settlement. 

2.  One  clause  simple,    the   other  complex:  America   was 

discovered  by  the  Northmen,  but  they  made  no  settle- 
ments that  were  permanent. 

3.  One  clause  simple,  the  other  compound  :  America  was 

discovered  by  the  Northmen,  but  they  made  no  per- 
manent settlement,  nor  did  they  conquer  the  Indians. 

4.  One  clause  complex,  the  other  compound :  America  was 

discovered  by  people  who  came  from  the  northern 
part  of  Europe,  but  they  made  no  permanent  settle- 
ments, nor  did  they  conquer  the  Indians. 

5.  Both  clauses  complex:  The  Northmen  discovered  the 

country  that  is  now  called  America,  but  they  made 
no  settlements  that  were  permanent. 

6.  Both  clauses  compound :  In  the  tenth  century  America 

was  discovered  by  the  Northmen,  and  many  of  these 
bold  navigators  crossed  the  Atlantic;  but  soon  all 
accounts  of  the  discovery  were  forgotten,  and  America 
was  again  unknown  to  Europeans. 
If  the  compound  sentence  has  more  than  two  members,  many 
more  varieties  may  be  found. 

232 


^Lcn?^(jw/v3o^^V3 


THE  COMPLEX  SENTENCE 


233 


3.  Write  two  compound  sentences  of  each  of  the  six 
varieties  mentioned. 

4.  The  clauses  of  a  complex  sentence  may  be  of  dif- 
ferent classes,  according  to  their  form.  If  the  sentence 
has  but  two  clauses,  the  following  varieties  may  be 
found : 

1.  Both   clauses   simple:    Rhode    Island   was   settled    by 

Roger  Williams,  who  had  been  expelled  from  Mas- 
sachusetts. 

2.  One  clause  simple  the  other  complex :  Milton  did  not 

educate  his  daughters  in  the  languages  because  he 
believed  that  one  tongue  is  enough  for  a  woman. 

3.  One   clause   simple,  the   other    compound :  When   thy 

wealth  has  taken  wings,  and  when  thy  companions 
have  deserted  thee,  the  true  friend  will  still  remain 
faithful. 

4.  One  clause  complex,  the  other  compound :  When  thy 

wealth  has  taken  wings,  and  thy  companions  have 
deserted  thee,  the  friend  that  is  true  will  still  remain 
faithful. 

5.  Both  clauses    complex:    When    Lot   had   selected   the 

valley  through  which  the  Jordan  flows,  Abraham  dwelt 
on  the  hills  that  lie  west  of  the  river. 

6.  Both  clauses  compound  :  Christ  came  and  the  new  era 

began  when  Greece  had  lost  her  greatness  and  the 
seeds  of  decay  had  been  planted  in  the  Roman  Em- 
pire. 

5.  The  following  is  the  diagram  of  the  third  sentence 
in  paragraph  4  : 

friend     I     will  remain  —  faithful. 


true 


The 


I  still 

wealth    [    has  taken 


thy 


when 


wmgs. 


companions  I  have  ;;  deserted 


thy 


when 


234  ENGLISH  GRAMMAR 

6.   Write  one   complex  sentence  of  each  of   the   six 
varieties  just  mentioned. 


LESSON  IT 
COMPLEX  SENTENCES 

I.  According  to  the  use  of  the  dependent  clause  (or 
clauses),  there  are  many  varieties  of  complex  sentences. 
The  dependent  clause  may  be  — 

1.  An  adjective  clause. 

2.  An  adverb  clause  of  time. 

3.  An  adverb  clause  of  place. 

4.  An  adverb  clause  of  degree ;  as,  "  He  writes  as  well 

as  he  reads.'" 

5.  An  adverb  clause  of  concession. 

6.  An   adverb  clause   of  purpose ;   as  "  We  eat  that  we 

may  live." 

7.  An  adverb  clause  of  cause. 

8.  An  adverb  clause  of  condition. 

9.  An  adverb  clause  of  specification :  as,  "  We  are  anx- 

ious that  he  may  succeed." 

10.  A  noun  clause  used  as  subject. 

11.  A  noun  clause  used  as  attribute  complement. 

12.  A  noun  clause  used  as  object. 

13.  A  noun  clause   used  as   object  of  a  preposition;  as, 

"  The  prisoner  has  no  idea  of  why  he  was  arrested." 

14.  A  noun  clause  in  apposition  with  the  subject. 

15.  A  noun  clause  in  apposition  with  the  object ;  as,  "  The 

young  man  obeyed  the  commandment,  '  Honor  thy 
father  and  thy  mother.' " 

16.  A  noun  clause  in  apposition  with  the  attribute  comple- 

ment. 
In  the  ninth  example,    many   authors   would   supply   ^'for  this 
thing''''  after  the  word  anxious^  and  make  the  clause  in  apposition 
with  things  but  it  is  better  to  consider  the  clause  an  adverb  modify- 
ing the  word  anxious.     Other  clauses  of  specification  are  found  in 


PHRASES  235 

these  sentences :  "  We  are  not  certain  that  an  open  sea  surrounds 
the  North  Pole."     ''  The  invalid  is  confident  that  he  will  recover.'' 

It  will  be  noticed  that  all  these  clauses  of  specification  modify 
adjectives. 

2.  Write  one  complex  sentence  of  each  of  the  sixteen 
varieties  just  mentioned. 

3.  Write  two  complex  sentences,  each  having   two 
subordinate  clauses. 


LESSON  TIT 
PHRASES 


1.  The  subject  with  all  its  modifiers  is  called  by  some 
the  General  Subject,  by  others  it  is  called  the  Complex 
Subject,  and  by  still  others  it  is  called  the  Logical  Sub- 
ject. In  the  same  manner  we  have  the  General,  Com- 
plex, or  Logical  Predicate. 

2.  Phrases  are  sometimes  divided  into  Simple,  Com- 
plex, and  Compound. 

3.  A  Simple  Phrase  is  a  single  phrase. 

A  simple  phrase  may  have  one  of  its  principal  elements  com- 
pound;  as,  ''To  Boston  and  New  York."  "Into  and  out  of  the 
house."     "  By  reading  books  and  magazines." 

4.  A  Complex  Phrase  is  one  having  one  of  its  parts 
modified  by  another  phrase;  as,  '*  On  the  Mount  of 
Transfiguration."     "  Reading  a  book  of  poems." 


236  ENGLISH  GRAMMAR 

5.  A  Compound  Phrase  is  two  or  more  phrases  con- 
nected;  as,  "Going  in  and  looking  out."  ''To  Boston 
and  to  New  York." 

6.  Phrases  are  also  Separable  and  Inseparable. 

7.  A  Separable  Phrase  is  one  whose  parts,  or  words, 
can  be  parsed  separately. 

8.  An  Inseparable  Phrase  is  one  whose  words  can- 
not be  parsed  separately;  as,  *'at  once,"  "at  all,"  "in 
vain." 

07ice  is  not  the  object  of  at,  but  the  two  words  should  be  parsed 
together. 

Infinitives  are  inseparable  phrases. 

9.  Write  a  sentence  containing  — 

1.  A  participial  phrase. 

2.  An  infinitive  phrase. 

3.  A  noun  phrase. 

4.  A  simple  phrase. 

5.  A  complex  phrase. 

6.  A  compound  phrase. 

7.  A  separable  phrase. 

8.  An  inseparable  phrase. 


LESSON  IV 
THE    NOUN 


I.  When  a  noun  usually  masculine  or  feminine  re- 
fers particularly  to  a  word  and  not  to  a  person,  it  is  of 
the  neuter  gender  ;  as  — 

1.  Man  is  masculine,  because  it  denotes  males. 

2.  Her  name  is  Lizzie. 


NUMBER 


237 


Man  is  neuter,  because  it  refers  to  the  word  man  and  not  to  a 
person.  Lizzie  is  neuter,  because  it  refers  to  the  name  and  not  to 
the  person. 

2.  Nouns  taken  from  foreign  languages  without 
change  generally  retain  their  original  plurals. 


Singular 

Plural 

Singular 

Plural 

alumna, 

alumnae ; 

focus. 

foci ; 

formula, 

formulae ; 

radius, 

radii ; 

nebula, 

nebulae ; 

stimulus. 

stimuli ; 

vertebra, 

vertebrae ; 

terminus. 

termini ; 

automaton. 

automata ; 

amanuensis,  amanuenses ; 

curriculum, 

curricula ; 

analysis. 

analyses ; 

datum, 

data; 

axis. 

axes; 

erratum. 

errata ; 

basis. 

bases ; 

genus. 

genera ; 

crisis. 

crises ; 

gymnasium. 

gymnasia ; 

ellipsis. 

ellipses ; 

phenomenon. 

phenomena ; 

hypothesis,    hypotheses ; 

stratum. 

strata ; 

parenthesis,  parentheses ; 

alumnus. 

alumni ; 

thesis. 

theses. 

3.   Some  nouns  from  foreign  languages  have  both  an 

EngUsh  and  a 

foreign  plural. 

Singular 

English  Plural 

Foreign  Plural 

beau. 

beaus. 

beaux ; 

cherub, 

cherubs. 

cherubim ; 

formula. 

formulas. 

formulae ; 

focus. 

focuses. 

foci; 

gymnasiun 

1,                gymnasiums, 

gymnasia ; 

memorandum,           memorandums, 

memoranda ; 

medium. 

mediums. 

media ; 

radius. 

radiuses. 

radii ; 

spectrum. 

spectrums. 

spectra ; 

vortex. 

vortexes, 

vortices. 

and  some  others. 

4.  Compounds  of  man  form  the  plural  by  changing 
man  to  me7i ;  as,  Englishman^  Englishmen. 

The  nouns,  German,  Mussulman,  talisman,  and  Turkoman,  not 
being  compounds  of  the  noun  ma?t,  form  the  plural  by  adding  s. 


238  ENGLISH  GRAMMAR 

5.  Compound  words  and  combined  words  used  as 
nouns  pluralize  the  base  or  principal  word  of  the 
expression. 

Son-in-law  —  sons-in-law. 

Duke  of  Wellington  —  dukes  of  Wellington. 

King  of  England  —  kings  of  England. 
Such  nouns  as  the  preceding  add  the  sign  of  possession  to  the  last 
word;    as,    "son-in-law's  house,"  "Duke    of  Wellington's   career," 
"  somebody  else's  book." 

6.  Compounds  ending  in  ful  form  the  plural  by  add- 
ing j;  as  — 

Cupful,  cupfuls ;  spoonful,  spoonfuls. 
What  is  the  difference  between  "  three  cupfuls  of  vinegar "  and 
"  three  cups  full  of  vinegar  "  ? 

7.  When  a  noun  plural  in  form  refers  to  some  word 
and  not  to  objects,  it  is  in  the  singular  number ;  as  — 

1 .  Books  is  a  common  noun. 

2.  Boys  is  plural. 

Books  and  boys  are  both  singular,  because  each  refers  to  a  single 
word. 

8.  Some  nouns,  though  always  plural  in  form,  are 
either  singular  or  plural  according  to  the  meaning 
intended  to  be  conveyed.  Such  are  odds,  meanSy 
amends,  wages,  and  some  others. 

9.  In   forming   the   plural   of    proper  names  with  a 

title,  some  authors  pluralize   the   title ;    as,  the   Misses 

Brown.     Others    pluralize   the    name ;      as,     tJie     Miss 

Browns. 

The  latter  method  seems  the  better ;  but  if  the  title  belongs  to 
each  of  two  names,  it  should  take  the  s  in  forming  the  plural  ;  as, 
Drs.  Scott  (2r»  Smith. 


CASE  239 

10.  Parse  the  words  in  italics  in  these  sentences : 

1.  How  do  you  parse  the  word  boys  f 

2.  She  is  a  personal  pronoun. 

3.  His  title  is  Duke  of  Marlborough. 

11.  Write  the   possessive  singular  and  the  possess- 
ive plural  of  these  nouns  : 

brother-in-law,  queen  of  England,  captain  of  the  ship,  lieu- 
tenant colonel. 


LESSON    V 
CASE 


I.  Intransitive  verbs  and  their  participles,  and  tran- 
sitive verbs  in  the  passive  voice,  have  the  same  case 
after  them  as  before  them  when  both  words  refer  to 
the  same  person  or  thing.  (This  rule  will  explain 
predicate  nominative.^ 

1.  Pocahontas  was  married  to  an  Englishman  named  John 

Rolfe. 
John  Rolfe  is  in  the  objective  case,  to  agree  with  Englishman. 

2.  I  want  him  to  be  governor. 

Governor  is  in  the  objective  case  to  agree  with  ///;;/,  the  objec- 
tive subject  of  to  be. 

3.  To  be  right  is  better  than  to  be  President  (is  good). 
President  is  in  the  objective  case,  to  agree  with  one  or  person 

understood,  the  objective  subject  of  to  be. 

There  i§  a  curious  exception  to  the  rule  just  given.  A  participle 
with  the  construction  of  a  noun  may  have  the  possessive  case  before 
it  and  the  nominative  case  after  it  ;  as,  ''  His  being  a  scholar  secured 


240  ENGLISH  GRAMMAR 

the  situation."  Scholar  is  in  the  nominative  case  although  it  and 
his  refer  to  the  same  person.  "  Its  being  he  should  make  no 
difference."  He  is  in  the  nominative  case  after  the  intransitive 
participle  bemg^  while  its  is  in  the  possessive  case  before  the 
participle. 

2.  Appositive  and  predicate  nouns  need  not  agree 
with  the  principal  term  in  gender,  person,  or  number ; 

as  — 

1.  I  am  he. 

2.  He  was  eyes  to  the  blind. 

3.  The  Greeks,  a  synonym  for  brave  men,  gained  a  great 

victory  over  the  Persians. 

3.  A  noun  may  be  in  apposition  with  a  phrase  or 
clause,  and  a  phrase  or  clause  may  be  in  apposition 
with  a  noun. 

1.  Her  aiding  me,  a  kindness  I  can  never  forget,  was  the 

cause  of  my  success. 

2.  She  aided  me  in  procuring  a  situation,  a  kindness  I  can 

never  forget. 

3.  This  task,  to  teach  the  young,  has  its  pleasures. 

In  the  second  sentence,  kindjtess  is  in  the  nominative  in  apposition 
with  the  preceding  clause,  although  the  clause  is  not  a  noun  clause. 

4.  A  noun  used  independently  is  in  the  nominative  — 

1.  By  direct  address  ;  as,  '•'■  John^  come  here." 

2.  By  pleonasm  ;  as,  "  Cleveland^  he  was  President." 

3.  By  exclamation  ;  as,  "  What  a  pleasure ! " 

4.  By  subscription   (as   when  signed  to  a  letter  or  other 

written  production). 

5.  Absolute  ;  as,  "  The  snow  melting,  the  river  rose." 

In  order  to  be  in  the  nominative  absolute,  the  noun  or  pronoun 
must  be  placed  before  a  participle  and  must  be  independent  of  the 
remainder  of  the  sentence. 

5.  Each  of  these  sentences  contains  a  noun  or  pro- 
noun in  the  nominative,  used  independently.     Pick  out 


CASE  241 

each  one,  and  decide  whether  it  is  nominative  by  direct 
address,  pleonasm,  exclamation,  subscription,  or  in  the 
nominative  absolute: 

1 .  The  Pilgrim  Fathers,  where  are  they  ? 

2.  Great  and  manifold  are  thy  works,  O  Lord  ! 

3.  Mr.  President :  I  rise  to  ask  a  question. 

4.  None  but  the  brave  deserve  the  fair.—  Dryden. 

5.  The   Lord    of   the  Universe,  he  will  hear  their  com- 

plaints. 

6.  What  joy,  what  happiness! 


6.    Write  a  sentence  having  — 

1 .  A  noun  in  apposition  with  a  phrase. 

2.  A  noun  in  apposition  with  a  clause. 

3.  A  phrase  in  apposition  with  a  noun. 

4.  A  clause  in  apposition  with  a  noun. 

5.  A  pronoun,  objective  after  an  intransitive  verb. 

6.  A  noun,  nominative  by  direct  address. 

7.  A  noun,  nominative  by  exclamation. 

8.  A  noun,  nominative  by  pleonasm. 

9.  A  noun,  nominative  by  subscription. 

10.  A  noun,  nominative  absolute. 

11.  A  pronoun,  nominative  absolute. 


LESSON    VT 
CASE 


1.  In  forming  the  possessive  the  additional  s  is  some- 
times omitted  when  its  use  would  cause  several  succes- 
sive sounds  of  s  ;  as,/<?r  conscience  sake. 

This  omission  of  the  s  is  not  so  common  now  as  it  was  twenty 
years  ago. 

2.  It  should  be  remembered  that  when  two  apposi- 

hoenshel's  eng.  gram. —  16 


242  ENGLISH  GRAMMAR 

tives  are  in  the  possessive  case,  only  one  will  take  the 
sign. 

1.  This   is  Arnold's  grave,  the  traitor.     Better,  "This  is 

the  grave  of  Arnold,  the  traitor." 

2.  Here  rests  his  head  upon  the  lap  of  earth,   a  youth  to 

fortune  and  to  fame  unknown.     {Youth  is    in   the 
possessive  case,  in  apposition  with  his.) 

3.  A  noun  or  pronoun  placed  before  a  participle  with 
the  construction  of  a  noun  should  be  in  the  possessive 
case  ;  as  — 

1.  I  am  opposed  to  the  gentleman's  speaking  again. 

2.  His  being  a  good  penman  secured  the  position. 

3.  What  do  you  think  of  my  going  to  Europe? 

Do  these  two  sentences  have  the  same  meaning?  "I  am 
surprised  at  you  studying  Latin."  "  I  am  surprised  at  your 
studying  Latin."     May  both  be  correct? 

4.  Each  of  the  following  sentences  has  one  or  two 
nouns  in  the  objective  case  without  a  governing  word: 

1 .  He  waited  an  hour. 

2.  The  sun  shines  night  and  day. 

3.  Four  times  every  year  he  visits  his  old  home. 

4.  Corn  has  grown  ten  inches  this  month. 

5.  Good  horses  are  worth  one  hundred  dollars  a  head. 
(IVof'th   is  an  adjective,  modifying  horses.     A  maybe  a  prepo- 
sition, with  head  for  its  object,  but  most  authors  call  a  an  adjec- 
tive and  parse   head  in   the   objective   case   without   a   governing 
word.) 

6.  Some  land  will  produce  eighty  bushels  of  corn  an  acre. 

7.  Adams  and  Jefferson  both  died  July  4,  1826. 

5.  Some  verbs  seem  to  take  two  objects  meaning  the 
same  person  or  thing  ;  as  — 

1.  They  made  him  king. 

2.  They  chose  him  captain. 

3.  The  people  elected  Harrison  president. 

4.  The  Dutch  named  the  settlement  New  Amsterdam. 


^Wk  ^  f^^^  2  6  3 

CASE  243 

In  these  sentences  to  be  may  be  supplied  before  the  last  ob- 
ject, making  the  first  object  the  subject  of  the  infinitive  and  the 
second  object  the  objective  attribute;  thus,  "They  made  him 
to  be  king."  Him  to  be  kmg  is  the  object  of  made,  him  is  the 
objective  subject  of  to  be,  and  king  is  in  the  objective  case  to  agree 
with  him. 

6.  When  verbs  of  making,  choosing,  creating,  elect- 
ing, etc.,  take  two  objects,  the  one  showing  the  result 
of  the  action  is  often  called  the  Factitive  Object  (fac  = 
make). 

In  the  sentences  given  in  paragraph  5,  kitig,  captain,  president, 
and  New  Amsterdam  are  factitive  objects. 

Sometimes  the  factitive  object  may  be  an  adjective  ;  as, 
"  The  medicine  made  the  child  sick."  Here  sick  modifies  child, 
but  it  is  called  the  factitive  object  by  some.  It  seems  to  me, 
however,  that  neither  child  nor  sick  is  the  object  of  made,  but 
that  the  real  object  is  child  {to  be)  sick. 

Remark.  —  Some  call  the  factitive  object  "  objective  comple- 
ment." 

7.  Some  verbs  seem  to  take  two  objects,  one  denot- 
ing a  person  and  the  other  denoting  a  thing;  as  — 

1.  Aristotle  taught  Alexander  philosophy. 

2.  The  queen  asked  Ahasuerus  a  question. 

In  the  first  sentence,  most  grammarians  call  philosophy  the 
object  of  the  verb,  and  say  that  Alexander  is  the  object  of  a 
preposition  understood.  In  the  second  sentence,  question  is 
considered  the  object,  and  Ahasuerus  is  called  the  object  of  a 
preposition  understood. 

The  Latin  and  the  Greek  grammars  give  such  verbs  two  ob- 
jects, and  I  see  no  reason  why  the  same  may  not  be  done  in 
English.  As  either  philosophy  or  Alexander  can  be  made  the 
subject  in  the  passive,  it  would  seem  that  either  can  be  consid- 
ered the  object  of  the  verb.  "Alexander  was  taught  philoso- 
phy." "Philosophy  was  taught  to  Alexander."  If  we  call  both 
philosophy  and  Alexa?ider   the    objects  in  the  active  voice,  when 


244  ENGLISH  GRAMMAR 

Alexajider  is  made  the  subject,  philosophy  can  be  parsed  as 
the  object  of  the  passive  verb.  This  is  in  harmony  with  the 
classic  grammars,  and  is  fully  as  logical  and  sensible  as  to  say 
"  Alexander  was  taught  (as  to)  philosophy/'  or  "  Ahasuerus  was 
asked  (as  to)  a  question." 

Another  peculiar  objective  is  found  in  such  sentences  as  "  He 
struck  the  rock  a  blow."  Blow  is  undoubtedly  in  the  objective  case, 
and  we  cannot  easily  supply  a  preposition  before  it.  Of  course,  blow 
is  not  the  object  of  struck  in  the  same  sense  that  rock  is,  but  there 
is  something  about  struck  that  governs  blow  in  the  objective  case. 

8.  When  pronouns  follow  interjections,  those  of  the 
first  person  are  usually  in  the  objective  case ;  as,  "  Ah  ! 
wretched  me !  " 

Such  objectives  are  not  the  object  of  the  interjection,  but  are  in 
the  objective  merely  as  a  matter  of  custom. 

Pronouns  of  the  second  or  the  third  person  following  inter- 
jections are  in  the  nominative  case. 


9.    Write  a  sentence  containing — 

1.  A  compound  phrase. 

2.  A  complex  phrase.  , 

3.  The  possessive  plural  q{  son-in-law. 

4.  A  predicate  noun  differing  in  number  from  the  subject. 

5.  A  noun,  nominative  by  direct  address. 

6.  A  noun,  objective  case  without  a  governing  word. 

7.  A  factitive  object. 

8.  A  pronoun,  objective  after  an  interjection. 

9.  A  pronoun,  nominative  after  an  interjection. 

10.  A  noun  having  no  singular. 

11.  A  noun  having  no  plural. 

12.  An   appositive  differing  in  number  from  the  principal 

term. 

Remark.  — In  sentence  2,  paragraph  2,  the  meaning  may  be  that  the 
youth  rests  his  head,  etc.,  making  rests  transitive,  with  head  iox  its  object. 


OUTLINE  OF  NOUN 


245 


LESSON    VII 
OUTLINE 

I.    Study  the  following  outline  of  the  noun. 

Proper.  f  abstract. 

^  collective. 

Common \        ^     .  , 

material. 

verbal,  etc. 


Classes 


Gender 


Person 


Number . . 


masculine, 
feminine, 
neuter, 
common. 

[  first. 

.  ■!  second. 

I  third. 

r  singular. 
[  plural. 


'  nominative 


Case  . 


Properties  . .  ^  •  f  subject. 

predicate, 
apposition, 
direct  address, 
exclamation, 
pleonasm, 
absolute, 
subscription. 

f  owner. 
y  apposition. 

object  of  verb, 
object  of  preposition, 
apposition. 
wL-jv,v,tivv,  .  .  .     ^viti^out  gov.  word. 

sub.  of  infinitive. 
y  objective  attribute. 

2.    Write  an  essay  on  "The  Noun,"  using  the  outline 
just  given. 


possessive 


objective 


246  ENGLISH  GRAMMAR 


LESSON  VIII 

PARSING 

I.   In   the  following   sentences  the  word  senator  is 
used  in  all  the  possible  constructions  of  a  noun  : 

I.    Nominative: 

a.  Subject  of  the  sentence  :  The  senator  is  speaking. 

b.  In  the  predicate  :  Mr.  Clay  is  senator. 

c.  In  apposition  :  Mr.  Clay,  the  senator,  lived  in  Kentucky. 

d.  Direct  address :  Senator,  when  will  you  return? 

e.  Exclamation:  O  noble  Senator! 

f.  Pleonasm  :  The  senator,  what  did  he  say? 

g.  Absolute :    The  senator  having  concluded  his  address, 

the  meeting  adjourned. 
h.   By   subscription    (signed   to  a  letter  or  other  written 
production). 

2.  Possessive: 

a.  Owner:    The  senator's  election  is  assured. 

b.  Apposition  :    Mr.  Clay,  the  senator's,  speech  was  printed 

in  all  the  great  dailies. 

3.  Objective: 

a.  Object  of  a  verb  :  The  citizens  honor  the  senator. 

b.  Object  of  a  preposition  :  I  voted  for  the  senator. 

c.  Apposition  :  I  saw  Mr.  Clay,  the  senator. 

d.  Without  a  governing  word  :    [The  melon  weighs  forty 

poimds.']  (Nouns  referring  to  persons  cannot  be  used 
in  the  objective  case  without  a  governing  word.) 

e.  Subject  of  infinitive  :  I  want  the  senator  to  succeed. 

/.    Objective  attribute :    The  people  wished  Mr.  Clay  to  be 
senator. 


DIAGRAMING  247 

2.  Pronouns  can  be  used  in  most  of  the  preceding 
constructions.  Write  sentences,  using  pronouns  instead 
of  nouns. 

3.  Diagram  these  sentences,  and  parse  the  words  in 
italics : 

1.  Tenderly  her  blue  eyes  glistened,  long  ti7ne  ago. 

In  such  sentences  ago  is  usually  parsed  as  an  adjective  modifying 
time  (ago  time  =  past  time),  but  I  believe  that  ago  is  an  adverb 
modifying  glistened,  and  the  phrase  long  time  modifies  ago.  Take 
this  sentence  :  'Mt  happened  forty  years  ago."  Now,  \{  forty  years 
modifies  happened,  and  ago  modifies  years,  the  meaning  is.  "It 
happened  for  forty  years."  But  the  meaning  is,  "  It  happened  ago 
(in  the  past)  (to  the  extent  of)  forty  years." 

2.  Each  in  his  narrow  cell  forever  laid,  the  rude  forefathers 

of  the  hamlet  sleep. 

3.  spring  coming,  the  general  began  the  campaign. 

4.  Ye  everlasting /^«/C'j .'  I  am  with  you  once  again. 

5.  He  looked  a  sachem  in  red  blanket  wrapt. 

6.  Every  why  hath  a  wherefore. 

7.  The  boast  of  heraldry,  tht  pomp  of  power. 

And  all  that  beauty,  all  that  wealth  e'er  gave, 
Await  alike  the  inevitable  hour : 

The  paths  of  glory  lead  bnt  to  the  grave. 

8.  He  was  driven  an  exile  from  his  native  land. 

9.  Who  would  be  free  himself  vmist  strike  the  blow. 

10.  Every  sailor  in  the  port 

Knows  that  I  have  ships  at  sea. 
Of  the  waves  and  winds  the  spo?'t ; 
And  the  sailors  pity  me. 

11.  Where  one  lives  as  a  ki?ig,  many  live  2.^  peasants. 

as 

many    |   live :=  peasants. 


12.   I  wish  it  to  be  distinctly  understood  that  I  know  nothing 
of  his  whereabouts. 


248  ENGLISH  GRAMMAR 

LESSON  IX 
THE  PRONOUN 

I.  A  personal  pronoun  of  the  possessive  form  is 
often  used  without  the  name  of  the  thing  possessed  ;  as, 
"This  is  yours,  that  is  mine."  Here  the  things  pos- 
sessed by  yours  and  mine  are  not  mentioned.  Such 
possessive  forms  are  sometimes  called  Possessive 
Pronoims. 

If  these  words  are  called  possessive  pronouns,  they  should  not 
be  parsed  as  in  the  possessive  case.  In  the  above  sentence  yours 
and  mine  are  both  in  the  nominative  case,  used  in  the  predicate. 
In  "  I  have  yours,  you  have  mine,"  yours  and  7nine  are  both  in  the 
objective  case,  object  of  have.  A  possessive  pronoun  is  never  in 
the  possessive  case. 

If  we  supply  the  word  that  is  understood  {book.,  for  example),  the 
sentence  becomes  "I  have  your  book,  you  have  my  book."  Now 
book  is  the  object  of  the  verbs,  and  your  and  my  are  personal  pro- 
nouns in  the  possessive  case.  This  method  is  used  by  many 
authors.  It  should  be  stated,  however,  that  we  cannot  always 
supply  an  understood  noun ;  thus,  in  ''  A  friend  of  mine,"  we  can- 
not supply  friends  and  say  "  A  friend  of  my  friends,"  because 
the  meaning  may  be  very  different  from  the  original.  I  prefer  the 
term  possessive  pronoun,  and  I  parse  ?ni?te  as  the  object  of  the 
preposition  of. 

Sometimes  a  noun  may  perform  the  same  office  as  these  possessive 
pronouns  ;  as,  "  An  uncle  of  John's."  Here  John's  has  the  sign  of 
possession,  but  is  not  in  the  possessive  case,  the  idea  of  possession 
being  indicated  by  the  preposition  of  John''s  is  in  the  objective 
case  although  it  has  the  sign  of  possession.  (It  is  but  just  to  state 
that  some  grammarians  consider  the  above  sentence  incorrect,  and 
change  it  to  '-An  uncle  of  John";  but  the  expression  has  the 
sanction  of  good  authority,  and  is  in  our  language  to  stay.) 


THE  RELATIVE  PRONOUN  249 

2.  A  Restrictive  Clause  is  one  that  restricts  the 
meaning  of  the  word  it  modifies  ;  as  — 

1.  This  is  the  horse  that  my  friend  bought.     (The  relative 

clause  limits  horse  to  one  particular  horse.) 

2.  I  have  the  book  that  you  mentioned. 

3.  The  boy  that  was  here  yesterday  is  twelve  years  old. 

4.  The  boy,  who  was  here  yesterday,  is  twelve  years  old. 

(Not  restrictive.) 

In  the  fourth  sentence,  the  hearers  are  supposed  to  know  what 
particular  boy  is  meant.  The  speaker  starts  out  to  inform  them  that 
the  boy  is  twelve  years  old,  but  he  gives  the  additional  information 
(almost  by  way  of  parenthesis)  that  the  boy  was  here  yesterday. 
The  hearers  did  not  know  he  was  here  yesterday,  so  that  the  speaker 
gives  information  in  both  clauses.  In  such  sentences,  the  relative 
clause  is  not  restrictive. 

In  the  third  sentence,  the  hearers  are  not  supposed  to  know  what 
particular  boy  the  speaker  has  in  mind ;  several  boys  may  have  been 
mentioned  previously.  Therefore,  the  speaker  informs  them  that 
the  particular  boy  that  was  here  yesterday  is  twelve  years  old.  The 
relative  clause  does  not  give  additional  information ;  the  hearers 
knew  he  was  here  yesterday,  but  did  not  know  he  is  twelve  years 
old.     In  such  sentences  the  relative  clause  is  restrictive. 

Notice  the  punctuation  of  the  third  and  fourth  sentences. 

3.  That  should  be  used  instead  of  who  or  which  in 
restrictive  clauses. 

Many  good  writers  and  speakers  do  not  follow  this  rule. 

4.  Appositives,  participial  phrases,  and  relative 
clauses,  when  not  restrictive,  are  usually  set  off  by 
commas. 

5.  Examine  the  relative  clauses  in  these  sentences, 
and  select  those  that  are  restrictive. 

1.  I    recently  heard  one  of  the  best  orators  that  live  in 

America. 

2.  The   diamond,  which   is  pure    charcoal,  is  a  brilliant 

gem. 


250  ENGLISH  GRAMMAR 

3.  The  diamond  that  the  countess  wore  cost  fifty  thousand 

dollars. 

4.  My  friend  was  a  member  of  the  53d  congress,   which 

expired  March  4,  1895. 

5.  My  friend  was  a  member  of  the  congress  that  expired 

March  4,  1895. 

6.  Listen  to  the  song  that  nature  sings. 

7.  He  was  the  drollest  fellow  that  I  ever  saw. 

6.    Select  the  correct  pronoun  in  these  sentences  : 

1 .  He  was  the  first  (that,  who)  entered. 

2.  This  is  the  same  story  (that,  which)  we  read  before. 

3.  It  was  not  I  (who,  that)  did  it.     (When  the  subject  is 

//,    the  predicate  pronoun  is   generally  followed  by 
that.^ 

4.  Was  it  you  or  the  wind  (who,  that)  shut  the  door  ? 

5.  All  (which,  that)  I  have  is  thine. 

6.  Yesterday  I  met  an  old  friend,  (that,  whom)  I  failed 

to  recognize. 

7.  Yesterday  I  met  an  old  friend  (that,  whom)  I  failed  to 

recognize. 

8.  He  sold  his  bay  horse,  (which,  that)  had  been  given  to 

him. 

9.  He  sold  the  bay  horse  (which,  that)  had  been  given  to 

him. 


LESSON  X 
THE   RELATIVE   PRONOUN 

I.    As  \s>  used  as  a  relative  pronoun  after  such,  many, 

and  same. 

1.  I  love  such  as   love  me.     (We  might  say  "who  love 

me,"  but  as  sounds  better  than  who. 

2.  Tears,  such  as  angels  weep,  burst  forth.  —  Milton. 

3.  I  shall  not  learn  my  duty  from  such  as  he. 

4.  As  many  as  were  called  responded. 


THE  RELATIVE  PRONOUN  25 1 

2.  Give  the  construction  of  the  relative  as  in  each  of 
the  preceding  sentences. 

3.  But,  when  equivalent   to   that  not,  is    sometimes 
used  as  a  negative  relative  pronoun. 

1 .  Where  breathes  the  foe  but  falls  before  us  ? 

2.  There  is  not  a  man  here  but  knows  it. 

3.  There  is  no  wind  but  soweth  seeds  of  a  better  life. 

4.  The  relative  pronoun  is  frequently  understood. 

1.  All  the  wealth  he  had  ran  in  his  veins. 

2.  Men  will  reap  the  things  they  sow. 

3.  Let  not  harsh  words  mar  the  good  we  might  do  here. 

4.  Take  the  goods  the  gods  provide  thee. 

5.  The  orator  we  heard  is  from  Kentucky. 

5.  The  antecedent  of  a  relative  is  sometimes  under- 
stood. 

1.  Who  steals  my  purse  steals  trash. 

2.  Whom  the  gods  love  die  young. 

3.  Let  him  be  who  he  may. 

6.  Parse  the  relative  pronouns  found  in  the  sentences 
under  paragraphs  3,  4,  and  5. 

7.  In  Part  Three  the  compound  relatives  whoever 
and  whosoever  were  declined,  giving  the  forms  whosever, 
whosesoever,  whomever,  and  whomsoever. 

Not  all  authors  agree  to  this.  Maxwell  says,  ''Whosoever  is  the 
only  compound  relative  declined."  Harvey  says,  "Compound 
relatives  are^ indeclinable."  Notwithstanding  the  assertions  of  these 
eminent  authors,  I  believe  that  the  possessive  and  objective  forms  of 
whoever  and  whosoever  are  good  English. 

As  a  compound  relative  always  performs  two  offices  (its  own,  and 
that  of  its  unexpressed  antecedent),  some  persons  have  difficulty  in 
deciding  whether  to  use  the  nominative  or  the  objective  form  when 


252  ENGLISH  GRAMMAR 

one  office  is  nominative  and  the  other  objective.  Take  this 
sentence  :  "  We  shall  purchase  from  whoever  sells  cheapest. '^ 
Whoever  is  the  object  of  from  and  the  subject  of  sells.  As  all 
relative  pronouns  are  found  in  subordinate  clauses,  it  is  the  office  of 
the  compound  relatives  in  the  subordinate  clause  that  determines  its 
form.  In  the  above  sentence  whoever  is  the  subject  of  the  subor- 
dinate clause,  and  therefore  should  have  the  nominative  form.  The 
understood  antecedent  is  the  object  oi  from  in  the  principal  clause. 
If  we  supply  the  antecedent,  the  compound  whoever  should  be 
changed  to  the  simple  who ;  thus,  "  We  shall  buy  from  him  who 
sells  cheapest.'' 

In  the  sentence,  "  Whomever  you  select  will  go,"  the  subordinate 
clause  is  "  Whomever  you  select,"  and  whomever  is  the  object  of 
select]  therefore,  it  has  the  objective  form.  The  principal  clause  is, 
"  He  (or  that  one)  will  go." 

8.  Fill  these  blanks  with  the  proper  form  of  the 
compound  relative  : 

1 .  Select youwish. 

2.  Give  it  to wants  it. 

3.  lives  long  will  find  trouble. 

4.  The  prize  is  for wins  it. 

9.  Observe  that  a  relative  pronoun  is  always  in  a  de- 
pendent, adjective  clause,  and  is  always  a  connective. 
In  the  following  sentences,  who  is  a  not  a  relative,  but 
an  interrogative  : 

1.  I  know  who  did  it. 

2.  Who  is  the  legal  speaker  of  the  house  has  not  yet  been 

determined. 

3.  It  has  not  yet  been  decided  who  discovered  America. 
There  is  an  indirect  question  in  each  of  the  above  sentences. 

10.  Give  the  construction  of  the  relative  out  in  each 
sentence  of  paragraph  3. 

11.  Write  a  sentence  having  a  compound  relative  in 
the  objective  case. 


253 


REVIEW 

LESSON  XI 
REVIEW 

1.  In  the  following  sentences  the  pronouns  agree 
with  their  antecedents.      Examine  carefully  : 

1.  He  is  one  of  the  best  men  that  live  in  the  city. 

2.  Every  boy  and  girl  must  depend  on  himself. 

3.  All  boys  and  girls  must  depend  on  themselves. 

In  such  sentences  as  "  It  is  you  that  will  succeed,"  some  gram- 
marians say  that  //  is  the  antecedent  of  that^  and  others  say  that 
you  is  the  antecedent.  Change  the  sentence  to  "  It  is  you  that 
(is,  are)  in  the  wrong."  If  that  agrees  with  it,  the  verb  is  is  correct ; 
but  li  that  agrees  with  yoie^  the  verb  are  should  be  used.  I  believe 
that  the  relative  clause  is  restrictive  and  limits  it,  telling  which 
particular  //  is  yo7i.  At  the  same  time,  I  believe  the  majority  of 
good  writers  and  speakers  would  use  are  as  the  predicate  of  that  in 
the  given  sentence. 

2.  Select  the  correct  sentence  from  each  of  these 
pairs : 


.     f  It  is  I 
'   lit  is  I 


that  am  standing  here, 
that  is  standing  here. 


f  It  is  they  that  were  responsible. 
[  It  is  they  that  was  responsible. 

3.    Fill  these  blanks  with  the  proper  personal  pro- 
nouns : 

1.  Neither  of  us  is  willing  to  give  up claim. 

2.  John  and  I  have lessons. 

3.  John  and  you  have lessons. 

4.  Each  member  of  this  class  must  have own  book. 

5.  Two  or  three  of  us  have  finished work. 


254 


ENGLISH  GRAiMMAR 


6.  The  mother,  as  well  as  the  father,  must  do part. 

7.  If  you  should  find  my  horse  or  cow,  please  bring ■ 

to  me. 

4.  Correct  where  necessary  : 

1.  This  is  a  friend  which  I  love. 

2.  Thou  art  the  man  who  has  done  the  crime. 

3.  Take   that   book   to   the   library,  which    I   left  on  the 

table. 

4.  There  was  a  bird  caught  by  the  fox,  which  was  web- 

footed. 

5.  The  prisoner  was  sentenced  by  the  judge,  who  com- 

mitted the  crime. 

6.  This  is  the  vice  that  I  hate. 

7.  Jamestown  was  the  first  permanent  settlement  which 

was  made  in  the  United  States  by  the  English. 

5.  Correct  the  case  forms  where  necessary : 

1 .  Who  will  you  select  for  secretary  ? 

2.  Let  (he,  him)  be  (who,  whom)  he  may. 

3.  A  gentleman  entered   who   I    afterward    learned   was 

the  governor  of  the  state. 

4.  A  gentleman  entered  who  I  afterward  found  out  to  be 

the  governor  of  the  state. 

5.  Who  shall  I  go  to  ? 

6.  She  who  studies,  the  teacher  will  commend. 

7.  Give  the  letter  to  Henry,  (he,  him)  who  is  standing  by 

the  gate. 

8.  I  refer  to  Newton,  he  who  discovered  the  law  of  gravi- 

tation. 

9.  You  may  guess  who  it  is. 

10.  You  may  guess  whom  they  elected. 

11.  Whom  did  you  say  was  chosen? 

6.  Write  a  sentence  having  a  compound  relative  in 
the  nominative  case. 

7.  Write  a  sentence  having  a  compound  relative  in 
the  possessive  case. 

8.  May   any   one  of  the   pronouns  Jiis,  her,  our,  be 
correct  for  the  blank  in  sentence  i,  paragraph  3? 


PARSING 


255 


LESSON  XII 


I. 


PARSING 

Parse  the  nouns  and  pronouns  in  these  sentences  : 

1.  He   granted   my   request,  an   act   for  which   I  greatly 

esteem  him. 

2.  He  that  formed  the  ear,  shall  he  not  hear? 

3.  He  waited  an  hour,  staff  in  hand. 

He        I        waited 


staff 


hour 


L    (being) 

5*  hand. 


4.  Next  Anger  rushed,  his  eyes  on  fire. 

5.  Whosoever  will,  let  him  come. 

6.  Whomsoever   the   governor    selects   shall    receive    the 

appointment. 

7.  Give  the  prize  to  whomever  you  deem  most  worthy. 

The  following  is  an  outline  of  the  pronoun : 


personal 


Classes 


J  simple. 
y  compound. 

f 


I  simple. 
relative \  double. 


interrogative, 
adjective  .  .  . 


compound. 


f  demonstrative. 


1^  indefinite, 
possessive. 

3.    Write  an  essay  on  *'  The  Pronoun,"  using  the  out- 
line just  given. 


256  ENGLISH  GRAMMAR 

LESSON  XIII 
DIAGRAMING   AND    PARSING 

Diagram   these   sentences,  and   parse  the   words  in 
italics : 

1 .  The  noblest  soul  is  that  which  choses  the  right,  not  for 

gain  or  glory,  but  because  'tis  right. 

2.  All  prize  most  what  they  do  not  possess. 

3.  Happy  is  the  man  who  has  mastered  the  most  difficult 

of  life's  problems,  na?nely,  iho.  problem  of  living  wisely 
and  well. 

4.  We  teach  much  when  we  are  not  teaching  at   all :  un- 

conscious influence. 

5.  Do  and  be,  so  nearly  as  in  you  lieth,  what  you  would 

have  your  pupils  do  and  be. 

6.  Education   is    the    debt   the   present    owes    to   future 

generations. 

7.  The  comprehensive  law  of  education  is,  "  Exercise  gives 

development." 

8.  I  would  rather  be  right  with  the  few  than  wrong  with 

the  tnany. 
Rather  is  an  adverb,  the  comparative  of  an  obsolete  positive, 
rath^  or  rathe. 

9.  Friendship!  mysterious  cement  of  the  soul,  sweetener  of 

life  and  solder  of  society. 
ID.    My  mind  to  me  a  kingdom  is. 

11.  There  is  nothing  great   on  earth   but  man',    there    is 

nothing  great  in  man  but  mind. 

12.  Aristotle  tells  us  that  a  statue  lies  buried  in  a  block  of 

marble. 

13.  I  heard  that  that  man  that  was  expected  has  arrived. 

14.  Ill  fares  the  land,  to  hastening  ills  2iprey, 
Where  wealth  accumulates  and  men  decay. 

15.  Blessed  is  the  man  whose  God  is  the  Lord. 


REVIEW  257 

LESSON  XIV 
REVIEW 

1.  Correct  where  necessary,  and  analyze  these  sen- 
tences : 

1.  Let  not  him  boast  that  puts  his  armor  on,  but  he  that 

takes  it  off. 

2.  Oh,  no,  my  child  'twas  not  in  war. 

And  him  that  kills  a  single  man  his  neighbors  all  abhor. 

3.  Let  none  touch  it  but  they  who  are  clean. 

4.  He  is  the  man  who  was  thought  to  be  you. 

5.  He  is  the  man  who  you  were  thought  to  be. 

6.  His  is  the  language  of  the  heart. 

7.  The  time  of  prosperity  will  come  :  who  doubts  it? 

8.  I  can  make  it  clear  that  I  am  innocent. 

9.  Bring  such  books  as  will  be  needed. 

10.  Whom  do  people  say  won  first  place  in  the  contest? 

11.  Gentle  reader,  let  you  and  me  walk  in  the  paths  of 

virtue. 

12.  All,  save  I,  were  pleased. 

13.  Tell  me,  in  confidence,  whom  is  she  you  love. 

2.  Write  a  sentence  in  which  as  is  a  relative  pronoun. 

3.  Write  a  sentence  in  which  but  is  a  relative  pro- 
noun. 

4.  Write  a  sentence  in  which  a  relative  pronoun  is 
understood. 

5.  Write  a  sentence  containing  a  restrictive  relative 
clause. 

6.  Write  a  sentence  containing  a  non-restrictive  rela- 
tive clause. 

hoenshel's  eng.  gram.  —  17 


258  ENGLISH  GRAMMAR 

LESSON  XV 
THE    ADJECTIVE 

1.  When  the  article  is  used  with  two  or  more  adjec- 
tives belonging  to  different  nouns,  the  article  should  be 
repeated  ;  as,  ''  a  large  and  a  small  house  "  (two  houses). 

When  the  article  is  used  in  comparative  expressions  with  than, 
if  the  nouns  before  and  after  than  both  refer  to  the  same  person  or 
thing,  the  article  should  not  be  repeated ;  as,  "  He  is  a  better 
soldier  than  statesman." 

2.  One  adjective  sometimes  limits  another;  as,  "a 
deep  blue  color." 

3.  An  adjective  sometimes  modifies  an  adjective  and 
a  noun  combined;  as,  "a  good  old  man."  6^^?^^ modi- 
fies old  man. 

Notice  the  difference  in  the  meaning  of  these  expressions :  "  a 
good  old  man,"  and  "  a  good,  old  man." 

4.  In  such  expressions  as  "two  hundred  bushels," 
some  authors  claim  that  hundred  is  a  noun,  modified  by 
the  adjective  two,  and  that  bushels  is  the  object  of  the 
preposition  of  understood. 

I  see  no  reason  why  two  hundred  cannot  be  parsed  together  as 
one  adjective,  just  as  we  parse  seventy-five.  Three,  six  thousatid, 
four  dozen,  etc,  all  answer  the  question,  "How  many?"  and  should 
be  treated  as  simple  adjectives. 


THE  ADJECTIVE  259 

5.  When  adjectives  are  compared  with  more  and 
most^  nearly  all  authors  consider  7nore  and  most  adverbs. 

In  more  Joyful,  if  we  ^2x?>%  joyful  as  an  adjective,  is  it  not  in  the 
positive  degree  ?  Do  not  all  agree  that  tnore  joyful  is  the  compara- 
tive degree  of  the  adjective/^///^//  If  both  words  are  required  for 
the  comparative  degree,  why  not  parse  them  together?  If  we  parse 
7nore  by  itself,  why  not  parse  er  in  older  by  itself  ?  I  prefer  to  parse 
7nore  joyful  and  tnost  joyful  together. 

6.  When  the  comparative  degree  of  a  word  is  fol- 
lowed by  than,  the  positive  degree  of  the  same  word  is 
understood  in  the  subordinate  clause,  and  than  is  a  con- 
junctive adverb  connecting  the  two  clauses. 

In  "  He  is  older  than  I  am,"  old  is  understood  after  am,  and  the 
dependent  clause.  "  I  am  old,"  is  an  adverb  clause  of  degree,  modify- 
ing older.     Than  connects  the  clauses  and  modifies  old. 

7.  Good  writers  and  speakers  sometimes  use  the 
superlative  when  comparing  only  two  objects,  although 
such  use  is  contrary  to  the  rules  of  grammar. 

8.  A  degree  below  the  positive  is  sometimes  made  by 
adding  ish  ;  as,  blackish,  greenish. 

9.  When  two  or  more  adjectives  are  connected  by 
conjunctions,  the  shortest  and  simplest  should  gener- 
ally be  placed  first;  as,  ''This  tree  is  larger  and  more 
useful  than  that." 

When  adjectives  thus  connected  are  compared  differently,  some 
authors  say  they  should  be  arranged  as  stated  above,  and  that  fitore 
or  most  should  be  placed  before  the  first ;  as,  "  A  more  noble  and 
righteous  cause  never  existed."  I  believe  it  is  better  to  say,  ''  A 
nobler  and  more  righteous  cause  never  existed." 


26o  ENGLISH  GRAMMAR 

10.  The  word  like,  when  used  appositively  or  after 
an  intransitive  verb,  is  often  an  adjective,  although 
some  grammarians  prefer  to  call  it  a  preposition. 

In  "  He  is  like  his  father,"  like  is  an  adjective,  modifying  he,  and 
father  is  the  object  of  to  or  unto  understood.  Here,  like  has  the 
meaning  of  sitnilar.  In  "  He,  like  the  brave  man  he  was  thought 
to  be,  firmly  held  his  ground,"  like  is  an  adjective,  used  apposi- 
tively and  modifies  he.  In  "She  can  run  like  a  deer," ///^^  is  an 
adverb,  modifying  ca7i  run,  and  deer  is  the  object  of  to  understood. 
When  like  is  an  adverb,  it  means  similarly,  or  in  a  similar  manner. 

I  do  not  think  that  like  is  ever  a  preposition. 

The  words  unlike,  near,  nigh,  and  opposite  should  be  treated  just 
as  the  word  like. 

11.  Less  should  be  applied  to  nouns  of  magnitude 
(bulk),  and  fewer  should  be  applied  to  nouns  of  mul- 
titude (many)  ;  as,  less  money,  less  water ;  fewer  dollars, 
fewer  gallons. 

12.  Many  a  and  wJiat  a  should  often  be  parsed  to- 
gether as  one  adjective ;  as,  "  Many  a  flower  is  born  to 
blush  unseen."     "  What  a  crash  that  was  !  " 

What  a  is  sometimes  an  adverb  ;  as,  "  What  a  large  parade  that 
is !  "     What  a  is  an  adverb,  modifying  large. 

13.  Old  has  two  forms  for  the  comparative  (older, 
elder),  and  two  for  the  superlative  (oldest,  eldest). 
Elder  and  eldest  are  appUed  only  to  persons,  but 
older  and  oldest  are  applied  to  persons,  animals,  or 
things. 

14.  Further  and  furthest  come  from  forth  (an  ad- 
verb), and  farther  and  farthest  come  from  far. 


REVIEW  261 

LESSON  XVT 
REVIEW 

Correct  the  errors,  and  parse  the  words  in  italics ; 

1 .  Washington  was  a  better  statesman  than  a  general. 

2.  This  man  of  all  others  is  most  to  be  pitied. 

3.  The  Russian  Empire  is  more  extensive  than  any  natios 

on  the  globe. 

4.  He  is  a  better  disciplinarian  than  teacher. 

5.  The  banner  of  the  United  States  is  a  red,  a  white,  an(? 

a  blue  flag. 

6.  Fire  is  a  better  servant  than  a  master. 

7.  A  rosy-faced  and  pale  girl  were  seen  sitting  side  by 

side. 

8.  A  rosy-faced  and  a  pale  girl  was  seen  in  the  company. 

9.  The  pen  is  a  mightier  weapon  than  sword. 

10.  He  was  such  a  criminal,  that  a  few  persons  mourned 

his  death. 

1 1 .  Although  he  was  unpopular,  yet  he  had  few  friends. 

12.  Grief  made  her  insane. 

13.  He  was  struck  dead. 

14.  A  good  farmer  keeps  his  horses /<2/^. 

15.  All  went  merry  as  a  marriage  bell. 

16.  The   hunter  was  so  badly  frightened  that  he   turned 

pale. 

17.  Great  is  truth,  and  mighty  above  all  things. 

18.  Unheard.,  because  our  ears  are  dull, 

Unseen.,  because  our  eyes  are  dim, 
He  walks  our  earth,  the  Wonderful, 
And  all  good  deeds  are  done  to  Him. 

19.  Give  him  this  memoranda. 

20.  Jacob  loved  Joseph  more  than  all  his  children. 

21.  This  is  a  better  furnished  room  than  any  in  the  house. 

22.  Noah  and  his  family  outlived  all  the  people  that  lived 

before  the  flood. 


262  ENGLISH   GRAMMAR 

LESSON  XVII 
THE  VERB 

1.  A  verb  is  sometimes  combined  with  a  preposition  ; 
as,  "  This  must  be  attended  to!' 

This  combining  does  not  often  occur  in  the  active  voice.  In 
"  The  mayor  must  attend  to  this  matter,"  to  is  a  preposition,  and 
attend  IS  intransitive.  In  "This  matter  must  be  attended  to  by  the 
mayor,''  to  is  part  of  the  verb,  and  ?mist  be  attended  to  is  a  com- 
pound verb,  transitive,  passive.  The  verb  attend  will  not  take  an 
object  in  the  active  voice,  and  is  passive  only  with  the  aid  of  the 
preposition. 

Other  examples  are : 

1.  He  was  laughed  at  by  the  boys. 

2.  The  property  was  taken  possession  of.     (Better  :  "  Pos- 

session was  taken  of  the  property.") 

3.  The  carriage  has  been  sent  for. 

4.  That  should  have  been  thought  of. 

2.  A  verb  that,  when  joined  to  a  subject,  will  form  a 
complete  predicate  by  itself,  is  called  a  Complete  Verb ; 

as  — 

1.  The  baby  sleeps. 

2.  Birds  fly. 

3.  A  verb  that,  when  joined  to  a  subject,  will  not 
form  a  complete  predicate  by  itself,  is  called  an  Incom- 
plete Verb. 

The  word  used  with  an  incomplete  verb  is  called  the  Comple- 
ment. 

Most  intransitive  verbs  are  complete. 

The  intransitive  verbs  appear^  be,  become,  seem,  etc.,  are  incom- 
plete, and  require  complements.  These  verbs  are  sometimes  called 
Copulative  Verbs. 


THE   VERB  263 

The  complement  of  a  transitive  verb  in  the  active  voice  is  its 
object.  A  transitive  verb  in  the  passive  voice  often  takes  a  com- 
plement ;  as,  ''  He  was  considered  brave.'''' 

4.  A  Finite  Verb  is  any  mode  or  tense  of  the  verb 
except  the  infinitives  and  the  participles. 

The  definition  for  a  finite  verb  might  be,  "  any  mode  or  tense 
that  changes  its  form  to  agree  with  its  subject."  Finite  means 
changeable  —  not  infinite. 

Infinitives  and  participles  do  not  change  their  form  to  agree  with 
their  subjects  or  the  words  they  modify.  For  this  reason  they  are 
not  finite. 

5.  Ca7i  have  is  usually  given  as  one  of  the  signs  of 
the  potential,  present-perfect ;  but  its  use  is  very  rare. 

6.  The  so-called   past  tense   of   the  potential  mode 

does   not   express   past    time,   but    either    present    or 

future. 

This  tense  is  called  past  because  in  early  English,  or  Anglo- 
Saxon,  fnight,  could,  would,  and  should  meant  past  time. 

7.  The  imperative  m©de  is  conjugated  only  in  the 
second  person,  but  may  be  found  in  either  the  first  or 

the  third  person  ;  as  — 

1 .  Turn  i^e  aside  and  rest  awhile. 

2.  Be  //  resolved  by  this  society. 

3.  Blessed  be  he  that  first  invented  sleep. 

8.  In  some  grammars  the  past  tense,  progressive  form, 
is  called  the  Imperfect  (not  finished)  Tense ;  as,  "  He 
was  walking y 

9.  Sometimes  a  progressive  form  is  used  in  the  pas- 
sive voice  ;  as,  "  The  house  is  being  built."  "  The 
lesson  was  being  recited." 

Some  authors  object  to  some  such  forms,  and  prefer  to  use  the 
active  progressive  ;  as,  "  The  house  is  building.''  In  these  examples 
it  is  better  to  use  the  passive  form  (cumbersome  as  it  is)  than  the 


264  ENGLISH  GRAMMAR 

active.  A  few  active  forms  have  become  so  common  that  they  can 
claim  the  sanction  of  good  usage  ;  as,  "  Wheat  is  selling  for  a  dollar 
a  bushel." 

10.  When  we  speak  of  a  past  action  or  event,  and  no 
part  of  the  time  in  which  it  took  place  remains,  we 
should  use  the  past  tense  ;  but  if  there  still  remains 
some  portion  of  the  time  in  which  it  took  place,  we 
should  use  the  present-perfect  tense.     Examples  : 

1.  Science  has  made  great  advancement  this  century. 

2.  Many  battles  were  fought  during  the  eighteenth  century. 

3.  I  have  been  reading  this  morning.     (It  is  not  yet  noon.) 

4.  I  read  this  morning.     (It  is  past  noon.) 

11.  When  two  past  actions  or  events  are  referred  to, 
one  of  which  must  have  occurred  before  the  other,  this 
sequence  of  time  must  be  observed  in  the  use  of  the 
tenses.     Examples : 

1.  I  went,  but  I  have  returned. 

2.  After  Lee  had  been  defeated  at  Gettysburg,  he  retreated 

into  Virginia. 

3.  Napoleon  reigned  one  hundred   days  after  he  had  re- 

turned from  the  Island  of  Elba. 

12.  Statements  always  true  or  always  false  should  be 
expressed  in  the  present  tense  ;  as  — 

1 .  Galileo  believed  that  the  earth  moves. 

2.  Our  fathers  asserted  that  all  men  are  created  equal. 

13.  Correct  where  necessary,  and  parse  the  words  in 
italics  : 

1 .  He  was  well  taken  care  of. 

2.  The  actor  was  looked  at  by  thousands. 

3.  Be\\.  k7iown  to  all  men. 

4.  Corn  is  gathering  all  over  the  country. 

5.  I  have  built  three  houses  last  year. 

6.  I  built  three  houses  this  year. 

7.  After   we    visited    Paris   we    returned    to    the   United 

States. 

8.  It  was  proved  years  ago  that  the  air  had  weight. 


SHALL,  WILL;  SHOULD,  WOULD  265 

LESSON  XVIII 
SHALL,  WILL;  SHOULD,  WOULD 

In  many  cases  the  correct  use  of  these  words  is  dififi- 
cult  to  determine.  It  is  a  well-established  fact  that 
good  writers  and  speakers  do  not  agree  in  their  use  of 
these  words.  Where  one  good  writer  will  use  wotild, 
you  can  find  another  equally  as  good  using  should. 
Yet,  a  certain  writer  on  English  grammar  boldly  makes 
the  assertion  that  carelessness  or  ignorance  is  the  only 
excuse  that  can  be  offered  for  not  using  these  words 
correctly.  What  that  grammarian  calls  correct  usage, 
some  standard  author  may  call  incorrect. 

Of  course,  in  the  more  common  uses  of  these  words, 
the  observing  student  need  have  but  little  trouble. 

The  primary  meaning  of  will  is  purpose  or  determi- 
nation, and  the  primary  meaning  of  shall  is  obligation. 
Shall  in  the  first  person  and  will  in  the  second  and 
third  simply  foretell.  Will  in  the  first  person  expresses 
determination.  /  will  go  means  that  I  am  determined 
to  go.  Shall  in  the  second  and  third  persons  means 
an  obligation  not  controlled  by  the  subject,  but  by  some 
external  influence.  Yoti  shall  go  means  that  the  act  of 
going  is  not  controlled  by  yourself.  You  shall  not 
assist  me  means  that  you  will  be  prevented  by  some 
one. 


266  ENGLISH  GRAMMAR 

In  interrogative  sentences,  shall  denotes  that  the  sub- 
ject is  under  some  external  influence,  and  will  denotes 
that  the  act  is  controlled  by  the  subject.  *'  Shall  you  be 
there  ? "  might  be  answered  by  "■  Yes,  if  I  am  not  pre- 
vented by  circumstances."  "  Will  you  be  there  ?  "  might 
be  answered  by  "  No  ;  I  do  not  care  to  go." 

Hill's  Rhetoric  gives  the  following  forms  in  inter- 
rogative sentences : 

Future  of  Expectation  Future  of  Deter 7mnation 
Shall  I  (we)  go?  Shall  I  (we)  go? 

Shall  you  go?  Will  you  go? 

Will  he  (they)  go?  Shall  he  (they)  go? 

Should  and  would  follow  in  general  the  same  rules  as 
shall  and  will.  Would  \^  often  used  to  express  a  strong 
wish ;  as,  "  Would  that  I  were  at  home  !  " 

The  following  is  from  Richard  Grant  White  : 

To  my  readers  I  shall  venture  to  say  that  if  they  express  hoping 
and  wishing  and  the  like  with  will  and  would,  and  command,  demand, 
and  mandatory  desire  with  shall  and  should — for  example,  '^  I  hope 
that  Mrs.  Unwin  will  invite  them  to  tea,"  and  "  I  wish  that  Mrs.  Un- 
win  would  invite  them  to  tea  "  ;  but  "  He  commands  that  Mrs.  Unwin 
shall  invite  them  to  tea,"  and  "  He  desired  that  Mrs.  Unwin  should 
invite  them  to  tea";  and,  impersonally,  "It  is  wished  that  no  per- 
son shall  leave  his  seat,"  and  "  It  was  requested  that  no  persons  should 
leave  their  seats  "  —  they  will  not  be  far  from  right. 

I.  The  following  uses  of  shall,  will,  shouldy  and  would 

are  correct : 

I.  I  fear  we  shall  have  rain. 

.     2.  I  fear  he  will  neglect  his  business. 

3.  I  shall  enjoy  the  visit. 

4.  It  is  requested  that  no  one  shall  leave  the  room. 

5.  I  shall  be  obliged  to  discuss  this  subject. 


THE  SUBJUNCTIVE  267 

6.  Where  shall  you  be  next  week  ? 

7.  When  shall  you  go  ? 

8.  It  was  intended  that  the  army  should  march  the  next 

day. 

9.  We  should  be  happy  to  see  you. 

10.   I  told  him  to  stay,  but  he  would  come. 

2.    Fill  each  of  these  blanks  with  shall,  will,  should, 
or  would,  and  give  reasons. 

1.  He  knew  who betray  him. 

2.  What I  do  ? 

3.  When we  finish  this  book  ? 

4.  I pay  him  to-day  if  he demand  it. 

^^  We be  pleased  if  you favor  us. 

6.  He  was  afraid  that  he not  succeed. 

7.  It probably  rain  to-day. 

8.   he  be  allowed  to  go  on  ? 

^.   If  we go  to  the  concert, we  hear  good  sing- 
ing? 

10.  that  Crete  were  free  ! 


LESSON  XIX 

THE   SUBJUNCTIVE   MODE 

I.  The  subjunctive  mode  has  but  one  tense,  the  pres- 
ent. In  the  verb  be  two  subjunctive  tenses  are  found, 
the  present  and  the  past. 

Probably  authors  differ  more  in  their  discussion  of  the  subjunc- 
tive mode  than  in  the  discussion  of  any  other  part  of  grammar. 
Some  give  this  mode  six  tenses,  some  four,  some  three,  some  two, 
and  some  only  a  small  piece  of  a  tense. 

In  the  classic  languages,  mode  is  a  change  of  form  ;  that  is,  the 
verb  has  a  different  form  for  the  different  modes.  Some  gramma- 
rians adhere  to  this  principle  in  English,  while  others  claim  that  mode 
is  a  change  of  meaning,  not  a  change  of  form. 


268  ENGLISH  GRAMMAR 

If  we  examine  the  verbs  in  the  sentences  "  I  had  gone  "  and  "  If 
I  had  gone,"  we  shall  find  that  the  verbs  are  the  same,  and  that  the 
difference  is  made  by  the  little  word  if.  Now,  as  //  is  not  part  of 
the  verb,  some  say  the  verb  in  both  sentences  is  in  the  same  mode, 
the  indicative.  I  believe  this  is  the  correct  view  of  the  matter.  It 
certainly  has  the  merit  of  simplicity. 

Taking  the  view  that  mode  is  a  change  of  form,  there  are  but  two 
subjunctive  forms  in  each  verb  (except  the  verb  to  be)  :  "  If  thou 
go,"  and  "  If  he  go."  These  are  both  in  the  present  tense,  singU' 
lar ;  but,  as  not  all  persons  and  numbers  of  the  tense  are  included, 
we  can  correctly  say  there  is  only  a  piece  of  a  tense  in  the  subjunc- 
tive. If  we  drop  the  zf  in  the  above  sentences,  go  in  the  first  must 
be  changed  io goest,  and  in  the  second  to  goes. 

"If  he  walks"  is  indicative,  and  "If  he  walk"  is  subjunctive. 
The  s  is  omitted  from  the  verb  in  the  subjunctive  because  the  aux- 
iliary shall  or  should  is  understood.  "  If  he  walk  "  means  "  If  he 
shall  (or  should)  walk."  The  subjunctive  present  denotes  future 
time,  and  should  not  be  used  to  denote  present  time.  "  If  it  rains  " 
is  indicative  present,  and  denotes  present  time.  "  If  it  rain  "  is  sub- 
junctive present,  and  denotes  future  time. 

In  the  verb  to  be  there  are  two  subjunctives  :  "  If  I  be,"  and  "  If  I 
were."  The  first  is  called  present  tense,  but  denotes  future  time ; 
the  second  is  called  past  tense,  but  denotes  present  time.  As  the 
passive  voice  always  has  in  it  some  form  of  the  verb  to  be,  verbs  in  the 
passive  voice  can  have  two  subjunctives,  a  present  and  a  past ;  as, 
"  If  I  be  seen,"  and  "  If  I  were  seen." 

2.  Write  three  sentences,  each  having  a  verb  in  the 
subjunctive  — 

1 .  Active,  present. 

2.  Passive,  present. 

3.  Passive,  past. 

3.  The  subjunctive  is  sometimes  used  in  expressing  a 
wish  ;  as,  "  Would  that  my  father  were  here." 

In  the  above,  were  is  subjunctive,  past,  but  denotes  present  time. 


AGREEMENT  OF  VERB  269 

LESSON  XX 

PERSON   AND    NUMBER   OF   THE    VERB 

I.  It  is  sometimes  difficult  to  determine  whether  a 
collective  noun  should  have  a  singular  or  a  plural  verb 
to  agree  with  it. 

Collective  nouns  denoting  persons  are  more  frequently  considered 
plural  than  those  denoting  things.  It  is  better  to  say  "  The 
public  are  invited  "  than  to  say  "  The  public  is  invited." 

If  the  individuals  perform  the  act  separately,  or  in  groups, 
it  is  better  to  have  the  verb  plural ;  as,  '•'■  A  number  of  soldiers  (at 
various  times)  have  passed  to-day,  and  the  number  at  the  fort  is 
becoming  large." 

2.  When  a  verb  has  two  subjects  taken  separately, 
differing  in  number,  the  verb  agrees  with  the  subject 
nearest. 

In  such  cases  it  is  better  to  place  the  plural  subject  next  to  the 
verb ;   as,  "  Neither  the  captain  nor  the  soldiers  have  arrived." 

3.  In  such  sentences  as  "  John  and  his  sister  too  is 
going,"  or  ^']Q\ixv  and  his  sister  also  is  going,"  the  verb 
should  be  singular. 

It  will  be  observed  that  the  speaker  does  not  intend  to  convey 
the  information  that  two  are  going.  The  hearer  already  knows 
that  John  is  going,  and  the  speaker  adds  that  his  sister  is  going 
also. 

4.  When  two  singular  subjects  connected  hy  and  2iXQ 
in  apposition,  the  verb  is  singular ;  as,  *'  The  philoso- 
pher and  statesman  has  gone." 

The  same  is  true  when  the  subjects  are  not  in  apposition,  if  the 
latter  is  added  to  make  the  former  more  emphatic  ;  as,  "  The  head 
and  front  of  my  offense  is  this." 


270  ENGLISH  GRAMMAR 

5.  Often  the  number  of  the  verb  depends  on  the  idea 
in  the  mind  of  the  speaker  rather  than  on  the  words  he 
uses ;  as  — 

1.  Why  is  dust  and  ashes  proud? 

2.  Seven  hours  is  a  long  time  to  wait  for  a  train. 

3.  Six  dollars  and  seventy-five  cents  is  too  much. 

In  the  first  sentence,  the  speaker  had  in  mind  tnan,  although  he 
said  "  dust  and  ashes.'"' 

In  the  second  sentence,  the  seven  hours  are  thought  of  as  one  con, 
tinuous  period  of  time. 

In  the  third  sentence,  the  dollars  and  cents  are  thought  of  as 
one  price. 

6.  As  a  rule,  the  phrase  modifying  the  subject  has 
no  influence  in  determining  the  number  of  the  verb, 
but  in  some  cases  it  has.  This  is  especially  true  when 
the  subject  is  a  fraction. 

1.  Nine  tenths  of  the  men  were  lost. 

2.  Nine  tenths  of  the  wheat  was  lost. 

Both  of  the  preceding  are  correct.  In  the  first,  7nen  is  a  noun  of 
multitude  (composed  of  individuals)  ;  while  in  the  second,  wheat  is 
a  noun  of  magnitude  (bulk).  In  like  manner  we  have  "  Two  thirds 
of  the  water  is  unfit  to  drink,"  and  "  Two  thirds  of  the  apples  are 
rotten." 

7.  The  verb  need,  when  followed  by  not,  forms  the 

third  person  singular  without  adding  j ;  as  "  He  need 

not  go." 

The  verb  dare  is  sometimes  used  in  the  same  manner ;  as,  "  The 
prisoner  dare  not  speak." 

8.  Correct  where  necessary  : 

1.  Neither  he  nor  you  was  there. 

2.  To  reveal  secrets  or  to  betray  one's  friends  is  perfidy. 

3.  Eight  horses  is  no  part  of  twelve  cows. 

4.  Eight  is  what  part  of  twelve? 

5.  There    was    not    a   little   tact   and  shrewdness   in  the 

transaction. 


REVIEW  271 

6.  He  and  his  father  were  on  the  lost  steamer. 

7.  He  and  his  father  too  were  on  the  lost  steamer. 

8.  He  as  well  as  his  father  were  on  the  lost  steamer. 

9.  One  or  more  names  are  omitted  from  the  list. 

10.  Seven  eighths  of  the  pupils  are  girls. 

1 1 .  Three  fourths  of  his  hair  are  gray. 

12.  Two    hundred   bushels  of    potatoes    are   often   raised 

from  one  acre  of  ground. 

13.  Forty  bushels  of   wheat  is  sometimes  obtained   from 

one  acre  of  ground. 

9.    Write  at  least  two  sentences  to  illustrate  each  of 
the  first  six  paragraphs  of  this  lesson. 


LESSON  XXI 
REVIEW 


1.  Correct  where  necessary,  and  parse  the  verbs  : 

1.  To  thine  own  self  be  true, 

And  it  must  follow,  as  the  night  the  day, 
Thou  canst  not  then  be  false  to  any  man. 

2.  Though  he  slay  me,  yet  will  I  trust  him. 

3.  If  he  is  a  scholar,  he  is  not  a  gentleman. 

4.  Had  you  come  earlier,  you  could  have  seen  him. 

5.  Whether  he  be  poor  or  rich,  he  shall  be  punished  for 

his  crime. 

6.  Were   he   my   own   brother,  I  should  not  excuse  his 

fault. 

7.  Although  he  is  my  brother,  I  would  not  trust  him. 

8.  Unless  a  farmer  sow,  he  must  not  expect  to  reap. 
Notice  that  when  a  sentence  begins  with  the  subordinate  clause, 

the  pronoun  will  be  in  the  principal  clause  and  the  antecedent  in  the 
subordinate  clause. 

9.  I  wish  that  he  was  wealthy. 

10.   We  not  only  found  the   questions  easy,  but  very  di- 
verting. 
Notice  that  questio?is  is  not  the  object  oi  found. 

2.  Diagram  the  preceding  sentences. 


2/2  ENGLISH  GRAMMAR 

LESSON  XXII 

INFINITIVES    AND    PARTICIPLES 

1.  The  infinitive  is  sometimes  used  independently  ; 
as,  '*  To  tell  the  truth  about  the  matter,  I  was  not 
paying  attention." 

2.  Not  all  infinitives  are  parsed  as  having  subjects. 
In  "  I  have  a  book  to  read,"  to  read  is  parsed  as  having  the 

construction   of  an  adjective,  and  nothing  is   said  about   its   sub- 
ject. 

■  3.   The  infinitive  has  the  construction  of   an  adjective 

in  such  sentences  as  "  I  want  my  watch  to  run." 

4.  In    Part   Three   it   was  stated   that   the  names 

present    and   present-perfect,    as    applied   to   infinitives, 

do  not  have  reference  to  the  time    expressed  by  the 

infinitive,  but   to  its  form.     The  time  of  the  present 

infinitive  is  the  same  as  that  of  the  finite  verb  in  the 

same  sentence,   and  the    time  of    the    present-perfect 

infinitive  is  previous  to  that  of  the  finite  verb. 

You  will  often  hear  such  expressions  as  "  I  hoped  to  have 
gone."  Now,  the  finite  verb  hoped  expresses  past  time,  and,  in 
accordance  with  the  preceding  rule,  the  present-perfect  infini- 
tive expresses  time  previous  to  the  time  the  hoping  was  done; 
but  we  know  that  when  the  hoping  was  done,  the  going  had  not 
yet  been  done.     The  sentence  should  be,  "  I  hoped  to  go." 

5.  Participles  do  not  have  the  construction  of  ad- 
verbs, although  they  sometimes  seem  to  modify  the 
predicate. 


THE  PARTICIPLE  273 

In  "The  Indians  ran  screaming  in  pursuit/'  screaming  has 
the  construction  of  an  adjective  (in  the  predicate),  modifying 
/ndiafis,  but  in  sense  it  seems  to  modify  ran.  The  same  is 
true  in  "  He  came  running  to  me.''  Running  is  an  adjective, 
belonging  to  he,  although  it  appears  to  tell  the  manner  in  which 
he  came. 

In  the  classic  languages,  participles  always  have  the  con- 
struction of  adjectives,  and  have  the  same  gender,  number,  and 
case  as  the  nouns  or  pronouns  to  which  they  refer. 

6.  When  a  participle  is  preceded  by  the  article  the, 
it  seems  to  become  a  mere  noun,  and  will  take  neither 
an  object  nor  an  adverb  modifier. 

We  can  say,  "  By  reading  good  books  we  improve  the  mind." 
Books  is  the  object  of  reading.  But  if  we  insert  the  before 
reading,  we  must  use  a  preposition  to  govern  books ;  as,  "  By 
the  reading  of  good  books  we  improve  the  mind."  We  can  say 
"By  walking  rapidly,"  but  we  cannot  say  "By  the  walking 
rapidly." 

7.  The  past  participle,  used  in  forming  the  passive 

voice,    really    has   the    construction    of    an    adjective, 

modifying   the    subject. 

In  "  The  lesson  was  studied,"  studied  belongs  to  lesson ;  it 
was  a  studied  lesson.  In  parsing,  however,  was  studied  should 
be  parsed  together  as  the  indicative,  past,  passive  of  study. 
Was  can  be  parsed  separately  as  the  indicative,  past,  of  be,  and 
studied  as  the  passive  participle,  past,  of  study,  having  the 
construction   of  an   adjective,  modifying  lesson. 

8.  When  a  participle  has  the  construction  of  a  noun, 
and  at  the  same  time  may  have  an  object  or  an  adverb 
modifier,  it  is  called  a  Gerund  by  some  authors. 

9.  Write  two  sentences,  each  containing  a  gerund. 

10.  Write  a  sentence  having  a  participle  with  the 
construction  of  — 

1.  An  adjective,  not  in  the  predicate. 

2.  An  adjective,  in  the  predicate. 
hoenshel's  eng.  gram. —  18 


274 


ENGLISH  GRAMMAR 


3.  A  noun,  having  an  object. 

4.  A  noun,  having  an  adverb  modifier. 

5.  A  noun,  preceded  by //^^. 

6.  A  noun,  used  as  subject. 

7.  A  noun,  used  as  object  of  a  verb. 

8.  A  noun,  used  as  object  of  a  preposition. 

11.  Write  one  sentence  for  each  of  the  constructions 
mentioned  in  paragraph  10  (except  the  fifth),  using  in- 
finitives instead  of  participles. 

12.  Write  a  sentence  containing  an  infinitive  used  to 
modify  an  adverb. 


LESSON  XXIII 
REVIEW 

I.    The  following  is  the  outline  of  the  verb 


As  to  form    ... 

regular, 
irregular. 

As  to  meaning  .  -J 

transitive, 
intransitive. 

neuter. 

defective. 

., 

redundant. 

impersonal. 

[  Other  classes  .  . 

compound. 

auxiliary. 

complete. 

incomplete. 

Infinitive 

'  present. 
*  1  pres. -perfect 

finite. 

.  infinite  (?)... 

'  present. 

Participle 

.  \  past. 

past-perfect. 

PARSING 


275 


Voice 


Mode 


Properties  \ 


Tense 


Person  and  number 


f  active. 
I  passive. 
f  indicative. 
I  potential. 

imperative. 
!  subjunctive. 

r  present. 

I  present-perfect. 

J  past. 

past-perfect. 

future. 

future-perfect. 

same  as  subject. 


LESSON  XXIV 
PARSING 

Diagram   these  sentences,   and  parse  the  infinitives 
and  participles : 

1 .  "  Let  me  make  the  ballads  of  a  nation,"  says  Fletcher, 

''and  I  care  not  who  makes  the  laws.'" 
The  clause,  who  makes  the  laws,  is  the  object  of  a  preposition 
understood.     Care  is  intransitive. 

2.  How  glad  I  am  to  see  you  again ! 

3.  I  have  more  money  than  I  know  what  to  do  with. 

I       I       have 
"^"""^  I     money 


(that 


is  — much) 


than 


to  do 


I     I    know 


what 


=^    (which) 


2/6  ENGLISH  GRAMMAR 

4.  For  a  man  to  give  his  opinion  of  what  he  sees  but  in 

part,  is  an  unjustifiable  piece  of  rashness  and  folly. 

5.  If  you  do  not  wish  a  man  to  do  a  thing,  get  him  to  talk 

about  it. 

6.  Imperial  Csesar,  dead  and  turned  to  clay. 
Might  stop  a  hole  to  keep  the  wind  away. 

7.  Sorrow's    crown    of   crowns    is    remembering    happier 

things. 

8.  It  is  a  custom  more  honored  in  the    breach    than    in 

the  observance. 

9.  The  tree  of  liberty   only  grows  when  watered  by  the 

blood  of  tyrants. 

10.  Better  to  love  amiss  than  nothing  to  have  loved. 

11.  A  sorrow  shared  is  halved  ;  a  joy  divided  is  doubled. 

12.  The  auditorium  is  capable  of  seating   three  thousand 

people. 

13.  A  persecutor   who   inflicts   nothing   which   he    is  not 

ready  to  endure,  deserves  some  respect. 

14.  A  mountain  rises  there,  called  Ida,  joyous  once   with 

leaves   and  streams,  deserted  now  like  a  forbidden 
thing. 

15.  Some  poets,  before  beginning  to  write    a   poem,  wait 

to  be  inspired. 


LESSON  XXV 
THE  ADVERB 


1.  Modal  adverbs  may  be  divided  into  — 

1 .  Those  of  reasoning ;  as,  hence,  therefore. 

2.  Those  of  affirmation;  2js>,  certainly  ^  indeed. 

3.  Those  of  negation  ;  as,  not.,  nowise. 

4.  Those  of  doubt ;  as,  possibly.,  perhaps. 

2.  A  conjunctive  adverb  modifies  only  one  word,  and 
that  word  is  in  the  dependent  clause. 

It  is  often  stated  that  a  conjunctive  adverb  sometimes  modifies 
two  words,  one  in  each  clause,  but  it  is  much  better  to  consider  the 
entire  dependent  clause  as  the  modifier  of  the  word  in  the  inde- 
pendent clause. 


THE  ADVERB  277 

3.  When  a  dependent  adjective  clause  is  joined  to 
the  independent  clause  by  a  conjunctive  adverb,  the 
adverb  is  sometimes  called  a  relative  adverb  ;  as  — 

1.  This  is  the  place  where  (in  which)  the  hero  fell. 

2.  He  lived  in  the  land  where  the  orange  grows. 

3.  The  Indians  were  driven  to  the  reservation  whence  they 

came. 
It  will  be  noticed  that  a  relative  adverb  is  equivalent  to  a  prepo- 
sition with  a  relative  pronoun  for  its  object. 

4.  The  words  usually  conjunctive   adverbs    are    not 

always  such. 

In  "  I  do  not  know  where  he  lives,"  where  is  not  a  conjunctive 
adverb.  It  is  an  interrogative  adverb  in  an  indirect  question,  and 
modifies  lives. 

5.  Sometimes  it  is  difficult  to  decide  whether  a  verb 
should  be  followed  by  a  predicate  adjective  or  an  ad- 
verb modifier.     The  following  sentences  are  correct: 

1 .  The  milk  tastes  sour. 

2.  The  speaker's  voice  sounded  shrill. 

3.  We  arrived  safe. 

4.  The  grass  looks  fresh  and  green. 

5.  He  appeared  prompt. 

6.  He  appeared  promptly.     (What  difference  in  the  mean- 

ing of  these  two  sentences  ?) 

7.  I  feel  very  bad. 

8.  The  young  lady  looks  sad. 

In  such  sentences,  when  the  word  following  the  verb  is  used  to 
express  the  condition  of  the  subject,  it  should  be  an  adjective.  In 
the  third  sentence,  safe  does  not  tell  the  manner  of  our  arriving,  but 
our  condition  after  we  had  arrived. 

6  The  adverbs  yes^  no,  amen,  etc.,  sometimes  mod- 
ify an  entire  clause  or  sentence. 

7.   The  words  to-day,  to-night,  to-morrow,  etc.,  though 


2/8  ENGLISH  GRAMMAR 

usually  called  adverbs,  are  nouns  in  the  objective  case 

without  a  governing  word. 

Compare  to-tnorrow  and  Wednesday  in  "  He  will  come  to- 
morrow,'' and  "  He  will  come  Wednesday." 

8.  Such  expressions  as  as  long  as,  as  soon  as,  etc., 
are  not  to  be  taken  together  as  conjunctions. 

"  He  came  as  soon  as  he  could."  Soon  is  an  adverb  modifying 
came-,  the  first  as  is  an  adverb  of  degree,  modifying  soon;  the  sec- 
ond as  is  a  conjunctive  adverb,  modifying  could  (come),  and 
connects  the  subordinate  clause  to  the  first  as.  The  subordinate 
clause  is  an  adverb  clause  of  degree,  modifying  the  first  as.  In 
"  He  reads  as  well  as  he  writes,"  as  well  as  is  parsed  just  as  as 
soon  as  in  the  preceding  sentence.  In  "  He,  as  well  as  his  sister, 
is  expected,"  as  well  as  is  parsed  as  a  conjunction. 

9.  The  word  the  is  sometimes  a  conjunctive  adverb. 
In  "The  more  I  examined  it,  the  better  I  liked  it,"  the  principal 

clause  is,  "  I  liked  it  the  better."  Better  is  an  adverb,  modifying 
liked.  The  first  the  is  a  conjunctive  adverb,  modifying  more  and 
connecting  the  dependent  clause  to  the  second  the ;  more  is  an 
adverb  of  degree,  modifying  examined',  the  second  the  is  an  adverb 
of  degree,  modifying  better ;  the  dependent  clause,  "  I  examined  it 
the  more,"  is  an  adverb  clause  of  degree,  and  modifies  the  second  the. 

10.    An  adverb  sometimes  modifies  a  preposition  or  a 

phrase. 

I.   Fools  judge  only  by  events. 

cr 

"^    events. 


only 


2.  The  guard  stood  just  below  the  gate. 

3.  The  dogs  were  beaten  nearly  to  death. 

4.  The  sun  shines  even  on  the  wicked. 

5.  The  speaker  went  entirely  beyond  the  limits  of  cour- 

tesy. 


PREPOSITION  279 

II.    Write  two  sentences,  each  having  — 

1.  A  conjunctive  adverb. 

2.  A  relative  adverb. 

3.  An  adjective  in  predicate,  denoting  condition. 

4.  As  used  as  a  conjunctive  adverb. 

5.  An  adverb  modifying  a  preposition. 

6.  An  adverb  modifying  a  phrase. 


LESSON  XVI 
PREPOSITIONS    AND    CONJUNCTIONS 

1.  In  such  sentences  as  "He  came  from  over  the 
sea,"  from  over  is  usually  called  a  compound  preposition, 
having  sea  for  its  object.  Fro^n  can  be  considered  a 
sirnple  preposition,  having  the  phrase  over  the  sea  as  its 
object. 

2.  The  preposition  is  frequently  incorrectly  omitted ; 
as,  "The  ball  is  the  size  of  an  orange." 

As  the  sentence  reads,  size  is  a  predicate  noun,  and  must  there- 
fore mean  the  same  thing  as  the  subject,  ball.  But  the  ball  is  not 
size ;  it  has  size,  and  is  large  or  small.  The  sentence  should  read, 
"The  ball  is  of  the  size  of  an  orange."  The  phrase,  '"  of  the  size," 
is  an  adjective  phrase  in  the  predicate,  and  modifies  dall. 

Other  examples  are  : 

1 .  There  is  no  use  trying. 

2.  It  was  the  length  of  my  arm. 

3.  What  use  is  this  to  him? 

4.  He  is  worthy  better  treatment. 

3.  Some  authors  call  as  a  preposition  in  such  sen- 
tences as  "  I  like  him  as  a  teacher,"  and  "  He  came 
as  an  ambassador." 


280  ENGLISH  GRAMMAR 

It  seems  much  better  to  me  to  call  as  in  such  sentences  simply 
an  introductory  word.  Teacher  agrees  with  hijn  in  case,  ambassa- 
dor agrees  with  he.  Even  in  ''  His  reputation  as  a  teacher  is 
excellent,"  I  believe  teacher  is  in  the  possessive  case,  in  apposition 
with  his. 

4.  TJian  is  sometimes  called  a  preposition,  but  most 
authors  agree  that  it  is  not. 

In  the  sentence,  "  Than  whom  no  one  is  wiser,''  whom  is  parsed 
as  objective,  used  by  a  figure  of  speech  for  the  nominative.  I  prefer 
to  call  than  a  preposition  in  this  sentence,  and  to  parse  whom  as  its 
object.  If  we  begin  the  sentence  with  the  subject,  the  sentence  will 
read,  "No  one  is  wiser  than  he  (is)." 

5.  In  such  sentences  as  "  Wheat  is  worth  a  dollar  a 
bushel,"  some  call  a  a  preposition,  used  in  the  same 
sense  as  the  Latin  per. 

6.  The  correct  preposition  to  be  used  after  certain 
words  can  be  learned  only  by  observing  good  speakers 
and  writers.     A  few  examples  are  given  : 

accuse  of,  confide  in,  die  of,  differ  from,  founded  on,  rely  on. 

7.  Coordinate  conjunctions  generally  connect  similar 
constructions,  such  as  verbs  of  the  same  mode  and 
tense,  two  infinitives,  two  participles,  etc. 

I .    Running  and  walking  are  good  kinds  of  exercise.     (Not 

running  and  to  walk.) 
3.    To  read  and  to  write  are  the  essentials  of  an  education. 

(Better  —  reading  and  writing.) 
3.   Did    he  not  tell  me  his  fault  and  asked  me  to  forgive 

him?      (Incorrect  —  both    verbs    should    have    the 

emphatic    form.       Correct — "Did    he    not   tell    me 

his  fault  and  ask,"  etc.) 
When  different  modes  and  tenses  are  connected,  it  is  better  to 
repeat  the  subject ;  as,  "  He  went,  but  (he)  may  return." 

8.  The  word  or  is  not  a  connective  when  it  intro- 
duces an  appositive,  or  explanatory  word. 


REVIEW  281 

1.  Cash  or  credit  is  necessary.     (A  connective.) 

2.  The  Iron  Duke,  or  Wellington,  commanded  the  Eng- 

lish and  Prussians  at  Waterloo.     (Not  a  connective.) 

In  the  second  sentence,  or  is  merely  introductory,  and  can  be 
omitted.  When  or  is  thus  used,  I  think  it  ought  to  be  preceded  by 
a  comma,  but  authors  do  not  agree  in  doing  so. 

9.   Write  two  sentences  in  which  — 

1.  A  preposition  is  incorrectly  omitted. 

2.  Some  authors  would  call  as  a  preposition. 

3.  The  two  uses  of  or  are  illustrated. 


LESSON   XXVII 
REVIEW 


1.  In  each  of  these  sentences  there  is  an  adjective 
phrase  used  as  attribute  complement : 

1 .  Europe  was  at  war. 

2.  This  lady  is  of  royal  blood. 

3.  Life  is  of  short  duration. 

4.  The  passions  of  some  men  seem  under  no  control. 

5.  The  whole  community  is  of  the  same  opinion. 

6.  In  slumbers  of  midnight  the  sailor-boy  lay. 

Many  carelessly  parse  the  phrases  in  the  preceding  sentences  as 
adverb  phrases. 

Remember  that  a  preposition  shows  the  relation  of  its  object  to 
the  word  that  the  phrase  modifies. 

2.  Write  three  sentences,  each  containing  an  adjective 
phrase  used  as  attribute  complement. 

3.  Parse  the  prepositions  in  the  sentences  given  in 
paragraph  i. 


282  ENGLISH  GRAMMAR 


DIFFICULT    SENTENCES    ANALYZED    AND    PARSED* 

1.  The  citizens  believe  that  they  are  not  in  the  wrong. 

"In  the  wrong"  is  a  prepositional,  adjective  phrase,  modifying 
they.     In  shows  the  relation  of  wrong  to  they. 

2.  He  lived  so  as  to  win  the  esteem  of  all  his  neigh- , 
bors.  ' 

This  is  a  complex  sentence,  of  which  "  He  lived  so "  is  the 
principal  clause,  and  "  to  win  the  esteem  of  all  his  neighbors  "  is 
the  subordinate  clause.  The  predicate  of  the  subordinate  clause  is 
understood,  the  full  clause  being  "  to  win  the  esteem  of  all  his 
neighbors  (is,  or  requires)."  The  subordinate  clause  is  an  adverb 
clause,  modifying  the  adverb  so.  As  is  a  conjunctive  adverb,  modify- 
ing the  predicate  of  the  subordinate  clause,  and  connecting  the  two 
clauses.  (Some  authors  may  call  as  a  relative  pronoun  in  this 
sentence.) 

3.  He  fell  in  love. 

Fell  does  not  have  its  usual  meaning  here,  but  means  nearly  the 
same  as  beca7ne.  In  love  is  an  adjective  phrase,  and  forms  part  of 
the  predicate. 

4.  He  fell  to  laughing  like  one  out  of  his  right  mind. 
Fell  to  is  a  compound  verb,  used  with   the  meaning  of  began. 

Laughhig  is  the  object  of  fell  to.      Like  is  an  adverb,  modifying 
laughing.     One  is  the  object  of  to  or  unto  understood. 

5.  I  am  done. 

This  idiomatic  expression  is  passive  in  form,  but  is  not  passive  in 
fact.     Done  is  an  adjective. 

6.  I  am  through  eating. 

Through  is  an  adjective,  used  as  done  in  the  preceding  sentence 
is  used.     Eating  is  the  object  of  a  preposition  (with)  understood. 

*The  remainder  of  the  b©ok  is  not  divided  into  lessons. 


DIFFICULT  SENTENCES  ANALYZED.  283 

7.  It  was  to  me  that  he  spoke. 

This  sentence  is  correct  idiomatic  English,  but  it  cannot  be  dis- 
posed of  by  the  rules  of  grammar.  It  is  equivalent  to  "  It  was  I  to 
whom  he  spoke,"  which  is  easily  analyzed. 

8.  The  swans  on  still  St.  Mary's  lake  float  double, 

swan  and  shadow. 

Double  is  an  adjective  in  predicate.  Swan  and  shadow  are 
predicate  nouns  of  another  clause  —  "  They  float  swan  and 
shadow." 

9.  Be  of  the  same  mind,  one  toward  another. 

Of  the  same  viind  is  an  adjective  phrase.  One  may  be  parsed  as 
the  subject  of  another  clause —  "  One  be  of  the  same  mind  toward 
another."     Toward  another  probably  modifies  fnvid. 

10.  In    order    to   succeed  in    any  undertaking,    one 

must  put  heart  in  his  work. 

In  order  to  succeed  means  the  same  as  to  succeed,  and  I  believe  it 
may  all  be  taken  as  the  infinitive.  Some  will  prefer  to  call  in  order 
a  preposition,  and  parse  to  succeed  as  its  object. 

11.  Texas    is    more   than     three   times   as  large   as 

Kansas. 

A  complex  sentence.  "  Texas  is  more "  is  the  principal  clause. 
The  subordinate  clause,  "  (Extant)  three  times  as  large  as  Kansas 
(is  much),"  modifies  more.  Than  is  the  connective,  a  conjunctive 
adverb.  Of  the  subordinate  clause,  extent,  understood,  is  the  sub- 
ject, modified  by  large.  Large  is  modified  by  as,  an  adverb  of 
degree.  As  is  modified  by  times,  a  noun  in  the  objective  case  with- 
out a  governing  word.  As  is  also  modified  by  the  subordinate 
clause,  '^  Kansas  (is  large)."  The  second  as  is  a  conjunctive 
adverb,  connecting  the  clause,  "  Kansas  is  large,"  to  the  first  as,  and 
modifying  large. 

Analyze  these  sentences,  and  parse  the  words  in  italics  : 

I.    Whoso  sheddeth  man's  blood,  by  man  shall  his  blood 
be  shed. 


284  •  ENGLISH  GRAMMAR 

2.  If  the  world  be  worth  thy  winnings  think,  oh!   think  it 

worth  enjoying. 
Worth  is  an  adjective. 

3.  My  Antonio,  I  am  all  on  fire. 

4.  My  I  Antonio,  I  am  all  on  fire  ! 

5.  My  Antonio,  I  am  standing  on  fire. 

6.  It  is  Setter  to  be  right  than  to  be  president  \\s,  good). 

7.  It  is  easier  to  be  (he,  him)  than  to  be  myself. 

Many  will  parse  president  and  7nyself  in  the  nominative  case. 
Think  carefully. 

8.  A  few  suggestions  will  be  of  practical  value. 

9.  Outward  conduct  is  of  little  value  except  as  an  indication 

of  inward  thinking. 
Except  is  a  preposition,   having  indication  as  its  object.     As  is 
merely  introductory. 

10.  Yet  outward    conduct   jnust   be  looked  to  as   the  most 

faithful  expression  of  feeling. 

11.  He  fell  asleep. 

12.  The  dollars  and  cents  are  thought  ofdiS  ono.  price. 

13.  They  love  each  other. 

Each  may  modify  other.^  but  the  better  way  is  to  parse  it  in 
apposition  with  they. 

14.  They  love  one  ajiother. 

15.  I  am  a  very  foolish,  fond  old  man,  fourscore  and    up- 

ward. 

16.  The  light  burns  dim. 

17.  The  fisherman  stood  aghast. 

18.  To   the    Dmids,    the    mistletoe,  a  parasitic   evergreen 

plant  growing   on   certain  trees,    seemed    especially 
sacred. 

19.  For  mine  own  part,  I  shall  be  glad  to  learn  of  noble 

men. 

20.  The  less  you  have  to  do  with  firearms,  the  better. 

The  entire  sentence  is,  "  (It  is)  the  better,  the  less  you  have  to  do 
with  firearms."  Less  modifies  some  noun  (care,  attention)  under- 
stood, the  object  of  have.  To  do  has  the  construction  of  an  adjective, 
and  modifies  the  understood  noun.  Some  may  consider  less  the 
object  of  have. 

21.  He  is  expected  to  come. 

To  come  has  the  construction  of  an  adjective. 

22.  A  beautiful  behavior  is  better  than  a  beautiful /i7r;«. 

23.  Truth,  crushed  to  earth,  shall  rise  again. 

24.  Orators  are  like  the  wind. 


ANALYSIS  AND  PARSING  285 

25.  These  are  Clan-Alpine's  warriors  true  ; 
And,  Saxon,  I  am  Roderick  Dhu. 

26.  Some  are  born  great,  some  achieve  greatness,  and  some 

have  greatness  thmst  upon  them. 

27.  What  you  make  of  life  it  will  be  to  you. 

28.  Where  your  treasure  is,  there  will  your  heart  be  also. 

29.  True  honor,  as  defined  by   Cicero,   is   the    concurrent 

approbation  of  good  men. 

30.  I  remember  its  bemg  done. 

Being  done  has  the  construction  of  a  noun  in  the  objective 
case. 

31.  I  have  found  a  plant  answerifig  \o  the  description. 

32.  I  remember,  I  remember,  the  house  where  I  was  born. 

33.  Sifice  then,  he  has  resided  in  Virginia. 
I&  since  a  preposition  ? 

34.  He  who  judges  least,  I  think,  is  he  who  judges  best. 

35.  I  am  sorry  to  hear  it. 

36.  Do  not  expect  to  govern  others  unless  you  have  learned 

how  to  govern  yourself. 

37.  The  predominant  passion  of  Franklin  seems    to  have 

been  the  love  of  the  useful. 

38.  His    conduct  was,    under    the    circumstances,  in  very 

bad  taste. 

39.  Columbus   felt  that    there  was  a  continent  to  be  dis- 

covered. 

40.  That  ought  to  have  been  thought  of. 

41.  For  a  man  to  confess  his  faults  is  noble. 

The  object  oi  for  is  man  to  confess  his  faults.  Man  is  the 
objective  subject  of  to  confess.  A  noun  is  not  the  object  of  a  prepo- 
sition and  the  objective  subject  of  an  infinitive  at  the  same  time. 


Correct  where  necessary,  analyze  the  sentences,  and 
parse  the  words  in  italics: 

1.  We  should  not  be  overcome  totally  by  present  events. 

2.  He    lived   in   a   manner  agreeably   to   the   dictates    of 

reason  and  religion. 

3.  Be  so  kind  as  to  read  this  letter. 

4.  They  need  not  be  alarmed. 


286  ENGLISH  GRAMMAR 

5.  He  is  not  poor,  but  is  respectable. 

When  in  the  course  of  the  sentence  we  pass  from  the  affirmative 
to  the  negative,  or  the  contrary,  the  subject  should  be  repeated. 

6.  Anger  glances  into  the  heart  of  a  wise  man,  but  will  rest 

only  in  the  bosom  of  fools. 
Remember  that   coordinate   conjunctions   usually   connect  same 
cases,  modes,  tenses,  etc. 

7.  To  profess  regard  and  acting   differently  mark   a  base 

mind. 

vy(^  8.  He  was  a  teacher,  but  is  now  a  lawyer. 

9.  It  is  no  more  but  what  he  ought  to  do. 

10.  Neither  good  nor  evil  come  of  themselves. 

11.  Trust  not  him  whom  you  know  is  dishonest. 

12.  Trust  not  him  who  you  know  to  be  dishonest. 

13.  It  is  so  clear  as  it  needs  no  explanation. 

14.  This  word  is  only  found  in  Shakespeare. 

15.  There  are  oak  trees  and  walnut  trees   in   that   grove  ; 

on  the  former  are   walnuts  ;    and  on  the  latter  are 
acorns. 

16.  An  oak  tree  and  a  walnut  tree  are  standing  on  the  hill ; 

the  one  bears  walnuts,  and  the  other  bears  acorns. 

17.  Cato,  before  he  durst  give  himself  the  fatal  blow,  spent 

the  night  in  reading  Plato's  Immortality. 

18.  None  knew  thee  but  to  love  thee. 

19.  Somebody  told  me,  but  I  forgot  whom. 

20.  Would  that  my  brother  was  here. 

21.  I  rely  on  your  coming  in  good  season. 

22.  We  learned  that  the  air  was  composed  of  two  gases. 

23.  Great  benefits  may   be   derived  from  reading  of  good 

books. 

24.  A  fondness  for  display  is,  of  all  other  follies,  the  most 

ridiculous. 

25.  No  one  (beside,  besides,  except)  the  immediate  family 

was  present  at  the  funeral. 

26.  Six  months'  interest  are  due. 

27.  He  is  a  friend  of  the  teacher's. 

28.  You  might  come  for  at  least  a  (few,  couple  of)  days. 

29.  Here  is  a  fresh  basket  of  eggs. 

30.  If  fresh  milk  seems  to  make  the  child  sick,  boil  it. 

31 .  Slow  rises  worth  by  poverty  depressed. 


ANALYSIS  AND  DIAGRAMING  287 


SENTENCES  FOR  ANALYSIS  AND  DIAGRAMING 

1.  No  man  is  so  wise  that  he  cannot  learn  more.  ni 

2.  Flowers  are  like  familiar  friends  that  we  love  to  meet. 

3.  The  crocodile  is  so  difficult  to  kill  that  people  are  apt 

to  imagine  that  the  scales  have  resisted  their  bullets. 

4.  He  that  cannot  forgive  Others  breaks  the  bridge  over 

which  he  himself  must  pass. 

5.  He  that  observeth  the  winds  shall  not  sow,  and  he  that 

regardeth  the  clouds  shall  not  reap. 

6.  The  faster  you  go,  the  sooner  you  will  reach  home. 

7.  Nitrous  oxide,  or  laughing-gas,  produces  insensibility. 

8.  No  man  is  so  fortunate  as  always  to  be  successful. 

9.  We  know  what  we  are,  but  we  know  not  what  we  may 

be. 

10.  From  the  lowest  depths  there  is  a  path  to  the  loftiest 

height. 

11.  "Nothing,''    says    Quintilian,    quoting    from    Cicero, 

"  dries  sooner  than  tears." 

12.  We  look  for  a  new  heaven  and  a  new  earth  wherein 

dwelleth  righteousness. 

13.  Murmur  not,  O  man!  at  the  shortness  of  time,  if  thou 

hast  more  than  is  well  employed. 

14.  We  may  not  be  able  to  accomplish  all  we  desire,  but 

shall  we  therefore  sit  still  with  folded  hands  ? 

15.  It  is  true  that  the  sun  pours  down  his  golden  flood  as 

cheerily  on  the  poor  man's  cottage  as  on  the  rich 
man's  palace. 

16.  The  Chinese  pitcher  plant  is  quite  common  in  Ceylon, 

where  it  is  called  the  monkey  cup,  because  the 
monkeys  sometimes  open  the  lid  and  drink  the  water 
when  there  is  no  spring  of  water  where  they  can 
quench  their  thirst. 

17.  'Tis  with  our  judgments  as  wdth  our  watches  ;  none  go 

just  alike,  yet  each  believes  his  own. 

18.  It  was  Watt  who  told  George  II  that  he  dealt  in  an 

article  of  which  kings  were  said  to  be  fond —  power. 

19.  Nor  is  it  given  us  to   discern  what  forged   her  cruel 

chain  of  moods,  what  set  her  feet  in  solitudes. 


288  ENGLISH  GRAMMAR 

20.  Both  Pitt  and  Wellington  were  great  men;  the  former 

in  peace,  the  latter  in  war. 

21.  You  cannot  teach  an  old  dog  new  tricks. 

22.  I  was  told  this  story  while  we  were  traveling  in  Egypt. 

23.  He  was  offered  a  large  sum  of  money  for  his  vote. 

24.  And  the  voice  that  was  calmer  than  silence  said,  "  Lo, 

it  is  I ;  be  not  afraid." 

25.  Be  it  ours  to  hope  and  to  prepare,  under  a  firm  and 

settled  persuasion,  that,  living  and  dying,  we  are  his. 

26.  He  made  no  secret  of  my  having  v/ritten  the  review. 

27.  Teach  me  to  hide  the  fault  I  see. 

28.  The  ship  was  lost   sight  of  in  the   darkness   of  the 

night. 

29.  All  persons  are  forbidden  to  trespass  on  these  grounds. 

30.  At  midnight,  in  his  guarded  tent. 

The  Turk  lay  dreaming  of  the  hour 
When  Greece,  her  knee  in  suppliance  bent, 
Should  tremble  at  his  power. 

31.  There  is  no  need  that  she  be  present. 


Correct  where  necessary,  analyze,  and  diagram  : 

1.  All  are  gone  but  him  and  me. 

2.  He  is  the  man  whom  I  told  you  about. 

3.  They  came  just  behind  father  and  I. 

4.  Richard  is  himself  again. 

5.  It  was  the  one  whom  you  said  it  was. 

6.  God  seems  to  have  made  him  what  he  was. 

7.  A  horse  costs  three  times  as  much  as  a  cow. 

8.  As  many  as  came  were  satisfied. 

9.  Such  as  are  virtuous  are  happy. 

10.  The  fugitive   threatened  to   shoot  whomever  tried   to 

stop  him. 

11.  I  knew  the  man  who  the  general  appointed  captain. 

12.  You  cannot  reap  until  after  you  sow. 

13.  The  higher  the  bird  ^ies,  the  more  out  of  danger  it  is. 

14.  Of  all  the  other  Roman  orators,  Cicero   is  most  re- 

nowned. 

15.  I  have  no  other  hope  but  this. 

16.  A  whole  month  has  passed  since  you  have  arrived. 

17.  The  Mississippi  has  been  very  high  this  year. 

18.  The  Ohio  has  been  very  high  last  month. 


COMPOSITION  289 


COMPOSITION 

Our  best  literary  productions  are  made  up  of  a  judi- 
cious combination  of  simple,  complex,  and  compound 
sentences,  and  of  many  varieties  of  each.  Too  many 
short,  simple  sentences  break  the  sense  too  often,  and 
a  succession  of  complex  or  compound  sentences  is  tire- 
some to  the  reader  or  the  Ustener. 

Pupils  should  have  much  practice  in  expanding  and 
combining  short  statements,  and  in  contracting  and 
breaking  up  long  sentences.  They  should  also  have 
much  drill  in  expressing  the  same  thought  in  different 
ways.  Any  reading  book  or  magazine  will  furnish  good 
material  for  such  exercises.     A  few  examples  are  given : 

This  old  soldier  receives  a  pension.     He  was  wounded. 

1 .  This  wounded  soldier  receives  a  pension. 

2.  This    old    soldier,  having  been   wounded,   receives    a 

pension. 

3.  This   old   soldier,   having   received  a  wound,  draws  a 

pension. 

4.  This  old   soldier  receives   a  pension,  because  he  was 

wounded. 

5.  Because  this  old  soldier  was  wounded,  he  receives  a 

pension. 

6.  This  old    soldier   was    wounded,    and   he    receives    a 

pension. 

7.  This  old  soldier,  who  was  wounded,  receives  a  pension. 

8.  Having  been  wounded,  this  old  soldier  receives  a  pen- 

sion. 

1.  The  river  was  high.  It  rained  very  hard.  The 
bridge  was  carried  away. 

2.  The  country  on  both  sides  of  the  lower  Mississippi 
is  very  low.  The  country  is  protected  by  levees.  These 
levees  sometimes  break. 

hoenshel's  eng.  gram. — 19 


290  ENGLISH  GRAMMAR 

3.  We  crossed  the  ocean  in  a  large  steamer.  We 
landed  at  Liverpool.  The  steamer's  name  was  City  of 
New  Yoi'k.     Liverpool  is  in  England. 

4.  A  good  composition  contains  many  different  kinds 
of  sentences.  Therefore,  pupils  should  be  familiar  with 
many  kinds  of  sentences. 


Change  these  simple  sentences  to  complex  : 

1.  Honest  people  will  be  trusted. 

2.  I  expected  him  to  go. 

3.  Quarrelsome  persons  are  disagreeable. 

4.  With  patience  he  might  have  succeeded. 

5.  The  manner  of  his  escape  is  a  mystery. 

6.  The  clouds  having  passed  away,  the  sun  shone  again. 

7.  After  sunset  the  rain  fell  in  torrents. 

8.  I  believe  him  to  be  honest. 

9.  By  trying  to  rescue  the  child,  he  was  drowned. 


Many  books  on  grammar  and  composition  contain  a 
long  Hst  of  subjects  for  written  work,  but  every  teacher 
can  select  topics  better  adapted  to  the  needs  of  his  class 
than  those  selected  by  any  author.  For  this  reason, 
but  few  topics  are  given  here. 

I.   THE  ADVENTURES  OF  A  PENNY 

Tell  where  the  material  was  found. 

Tell  where  and  when  it  was  coined. 

Who  first  obtained  it  from  the  mint,  and  how. 

How  many  times  it  has  been  spent,  and  what  for. 

Where  it  is  now,  and  its  probable  future. 


COMPOSITION  291 

II.   THE   LIFE    OF   A   CANARY   BIRD 

Imagine  a  canary  bird  telling  all  about  what  has  happened  to  him 
from  the  first  day  of  his  life. 
Where  he  has  lived. 

The  scenery  and  climate  of  his  native  home. 
What  he  has  done. 
What  he  thinks  of  some  of  the  people  he  has  seen. 

III.   THREE   PEOPLE 
Imagine  three  people  in  a  room.     Describe  and  name  them. 
Tell  what  they  are  doing,  and  what  they  are  talking  about. 
Tell  some  of  the  things  they  say. 
Tell  where  they  go  as  they  leave  the  room. 

IV.    A   BROOK 
Describe  a  brook  winding  about  among  the  meadows  and  through 
the  woods. 

Tell  where  it  starts  from. 

What  it  finds  on  its  way. 

Describe  the  flowers  and  trees  on  its  bank. 

Tell  about  a  shady  pool  in  one  place,  and  what  is  found  in  it. 

Tell  about  a  shallow  place  with  pebbles  on  the  bottom. 

Tell  how  people  cross  it. 

What  makes  it  grow  larger.     Where  it  finally  goes. 

V.   IF   I    COULD    DO   AS   I    PLEASED 
Imagine  that  you  are  now  able  to  do  just  what  you  please ;  state 


*•;»' 


several  things  that  you  would  do,  and  give  your  reasons  for  doin< 
them. 

VI.    COLUMBUS 
Imagine  that  you  w^re  a  companion  of  Columbus. 
Describe   his   efforts    to    procure   aid,    the    preparation   for    the 
voyage,    the   voyage,    the   discovery   of    land,    the    appearance   of 
the    country   and    its    inhabitants,   the    return,   the    reception    in 
Spain. 


All  the  preceding  subjects  require  the  use  of  the 
imagination,  but  subjects  for  real  description  and  true 
narration  are  easily  found. 


292  ENGLISH  GRAMMAR 

CAPITALS 

A  capital  letter  should  be  used  — 

1 .  For  the  first  letter  of  every  sentence. 

2.  For  the  first  letter  of  every  proper  noun. 

3.  For  the  first  letter  of  every  line  of  poetry. 

4.  For  the  first  letter  of  every  direct  quotation. 

5.  For  the  first  letter  of  every  abbreviation  that  represents 

a  proper  noun. 

6.  For  initials  that  represent  proper  nouns. 

7.  For  the  words  /  and  O. 

8.  For  the  first  letter  of  all  names  applied  to  the  Deity. 

9.  For  the  first  letter  of  a  strongly  personified  object ;  as, 

"  Come,  O  life-giving  Hope ! " 


PUNCTUATION 

COMMA 

The  comma  should  be  used  — 

1.  To  separate  the  name  of  the  person  addressed  from 

the  remainder  of  the  sentence. 

2.  To  separate  the  words  of  a  series.     The  word  and  is 

seldom  used  in  a  series,  except  between  the  last  two, 
but  if  ajid  is  used  between  every  two,  no  comma 
should  be  used. 

3.  To  separate  two  adjectives  modifying  the  same  noun 

when  a7id  is  omitted. 

4.  To  show  omission  of  a  word  or  words,  especially  in 

writing  a  name  and  its  address,"  and  dates;  as, 
John  Wilson^  Boston^  Mass. ;  July  4,  i8g6. 

5.  To   set  off"  words,  phrases,  and  clauses   out  of  their 

natural  order,  and  non-restrictive  clauses. 

6.  To  set  off"  a  noun  clause  used  as  attribute  complement. 

7.  To  set  off"  a  noun  clause  used  as  the  subject,  if  it  is 

long,  or  if  it  ends  with  a  verb. 

8.  To  set  off"  parenthetical  expressions. 

9.  To  set  off  appositives,  unless  short  and  used  as  part 

of  the  name. 
10.   To  set  off"  participial  phrases  and  relative  clauses  when 
not  restrictive. 


PUNCTUATION  293 

11.  After  as,  to  wit,   namely,   etc.,   when   they   introduce 

examples  or  illustrations. 

12.  To  separate  pairs  of  words  joined  by  conjunctions  ;  as, 

"Sink  or  swim,  live  or  die,  survive  or  perish,  I  give 
my  hand  and  my  heart  to  this  vote." 

PERIOD 

A  period  should  be  used  — 

1.  At  the  close  of  each  declarative  and  imperative  sen- 

tence. 

2.  After  each  initial. 

3.  After  every  abbreviation. 

INTERROGATION    POINT 

The  interrogation  point  should  be  used  at  the  close  of 
every  interrogative  sentence. 

The  interrogation  point  is  not  used  at  the  close  of  an  indirect 
question ;  as,  "  He  asked  me  if  I  knew  who  wrote  the  book.''' 

EXCLAMATION    POINT 

The  exclamation  point  should  be  used  after  interjec- 
tions (except  O),  and  usually  at  the  end  of  exclamatory 
phrases  and  sentences. 

THE    SEMICOLON 

The  semicolon  should  be  used  — 

1.  Before  as,  to  wit,  natnely,  etc.,  when  followed  by  ex- 

amples or  illustrations. 

2.  To  separate  clauses  having  parts  separated  by  commas. 

THE   COLON 

The  colon  is  used  — 

1.  Before  a  quotation  when  formally  introduced  by  thus, 

as  follows,  etc. 

2.  Usually  after  the  complimentary  address  at  the  begin- 

ning of  a  letter ;  as,  ''Dear  Sir:  In  answer  to  yours," 
etc. 


294 


ENGLISH  GRAMMAR 


THE   HYPHEN 

The  hyphen  is  used  — 

1.  Between  syllables  when  they  are  divided  at  the  end  of  a 

line. 

2.  To  join  the  parts  of  a  compound  word. 

QUOTATION   MARKS 

Quotation  marks  should  be  used  to  inclose  words  and 
sentences  taken  from  another. 

A  quotation  within  a  quotation  is  inclosed  by  single  marks. 

Notice  the  location    of   the  interrogation    point  and 
quotation  marks  in  these  sentences  : 

1 .  Did  you  hear  the  boy  say,  "  Let  me  go  "  ? 

2.  He  heard  the  boy  say,  "  Where  am  I  ?  " 


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